Week 3: Jobs and Tools People Use
Fully detailed, ready-to-teach lesson plans for Kindergarten, day by day, across all 6 subjects.
Monday — Introducing the Topic: Jobs and Tools People Use
Objective: Student will be introduced to this week's focus skill (Verbs and tools vocabulary describing jobs; complete-sentence practice) through a hands-on warm-up activity tied to Jobs and Tools People Use.
Standard: CCSS.ELA-LITERACY.L.K.1 (use frequently occurring nouns, verbs, adjectives, and question words)
Materials: Picture cards and vocabulary cards related to this week's theme, paper, crayons
Warm-up: Short discussion or song introducing Jobs and Tools People Use, connecting to what the child already knows.
Main Activity: 1) Introduce today's key vocabulary/skill related to Verbs and tools vocabulary describing jobs; complete-sentence practice. 2) Model the skill once with a concrete example tied to Jobs and Tools People Use. 3) Child tries the skill with guidance.
Practice: Child practices the new skill independently with a themed manipulative or picture set.
Assessment: Child demonstrates the new skill correctly at least 3 of 4 times with support.
Tuesday — Hands-On Practice: Jobs and Tools People Use
Objective: Student will apply this week's skill (Verbs and tools vocabulary describing jobs; complete-sentence practice) through a hands-on activity connected to Jobs and Tools People Use.
Standard: CCSS.ELA-LITERACY.L.K.1 (use frequently occurring nouns, verbs, adjectives, and question words)
Materials: Picture cards and vocabulary cards related to this week's theme, paper, crayons
Warm-up: Quick review game recapping Monday's skill before moving into new practice.
Main Activity: 1) Set up a themed hands-on station related to Jobs and Tools People Use. 2) Child works through 3-4 guided repetitions of the skill (Verbs and tools vocabulary describing jobs; complete-sentence practice). 3) Parent checks in after each repetition, offering feedback.
Practice: Child completes one additional independent repetition and explains their thinking aloud.
Assessment: Child completes the hands-on task with no more than 1 error.
Wednesday — Comparing and Applying: Jobs and Tools People Use
Objective: Student will compare or apply this week's skill (Verbs and tools vocabulary describing jobs; complete-sentence practice) in a new context tied to Jobs and Tools People Use.
Standard: CCSS.ELA-LITERACY.L.K.1 (use frequently occurring nouns, verbs, adjectives, and question words)
Materials: Picture cards and vocabulary cards related to this week's theme, paper, crayons
Warm-up: Brief comparison game (this vs. that) to prime comparative thinking.
Main Activity: 1) Present two related examples connected to Jobs and Tools People Use. 2) Child compares or applies Verbs and tools vocabulary describing jobs; complete-sentence practice to both examples. 3) Discuss the similarities/differences or the correct application together.
Practice: Child draws or acts out one example showing understanding of Verbs and tools vocabulary describing jobs; complete-sentence practice.
Assessment: Child correctly compares/applies the skill to 3 of 4 new examples.
Thursday — Sorting and Categorizing: Jobs and Tools People Use
Objective: Student will sort or categorize items/ideas related to Jobs and Tools People Use using this week's skill (Verbs and tools vocabulary describing jobs; complete-sentence practice).
Standard: CCSS.ELA-LITERACY.L.K.1 (use frequently occurring nouns, verbs, adjectives, and question words)
Materials: Picture cards and vocabulary cards related to this week's theme, paper, crayons
Warm-up: Quick sorting warm-up with everyday objects (by color, size, or type).
Main Activity: 1) Provide a themed set of pictures/objects related to Jobs and Tools People Use. 2) Child sorts them into categories using Verbs and tools vocabulary describing jobs; complete-sentence practice. 3) Discuss any tricky items together.
Practice: Child adds one new item to a category and explains their reasoning.
Assessment: Child sorts a new set of 3-4 items correctly without help.
Friday — Weekly Review: Jobs and Tools People Use
Objective: Student will review and demonstrate mastery of this week's skill (Verbs and tools vocabulary describing jobs; complete-sentence practice) connected to Jobs and Tools People Use.
Standard: CCSS.ELA-LITERACY.L.K.1 (use frequently occurring nouns, verbs, adjectives, and question words)
Materials: Picture cards and vocabulary cards related to this week's theme, paper, crayons
Warm-up: Quick recap of everything practiced this week, in the child's own words.
Main Activity: 1) Revisit each day's activity briefly. 2) Child completes a cumulative mini-challenge combining the week's skill and theme. 3) Celebrate progress and preview next week's topic.
Practice: Child shares one thing they learned this week with a family member.
Assessment: Child demonstrates the week's key skill (Verbs and tools vocabulary describing jobs; complete-sentence practice) independently, meeting the weekly goal.
Monday — Introducing the Topic: Jobs and Tools People Use
Objective: Student will be introduced to this week's focus skill (Counting to 40 by ones; addition within 5 using objects) through a hands-on warm-up activity tied to Jobs and Tools People Use.
Standard: CCSS.MATH.CONTENT.K.CC / K.OA (counting, cardinality, and operations within 10)
Materials: Counters or small objects, number line or ten-frame, paper for recording
Warm-up: Short discussion or song introducing Jobs and Tools People Use, connecting to what the child already knows.
Main Activity: 1) Introduce today's key vocabulary/skill related to Counting to 40 by ones; addition within 5 using objects. 2) Model the skill once with a concrete example tied to Jobs and Tools People Use. 3) Child tries the skill with guidance.
Practice: Child practices the new skill independently with a themed manipulative or picture set.
Assessment: Child demonstrates the new skill correctly at least 3 of 4 times with support.
Tuesday — Hands-On Practice: Jobs and Tools People Use
Objective: Student will apply this week's skill (Counting to 40 by ones; addition within 5 using objects) through a hands-on activity connected to Jobs and Tools People Use.
Standard: CCSS.MATH.CONTENT.K.CC / K.OA (counting, cardinality, and operations within 10)
Materials: Counters or small objects, number line or ten-frame, paper for recording
Warm-up: Quick review game recapping Monday's skill before moving into new practice.
Main Activity: 1) Set up a themed hands-on station related to Jobs and Tools People Use. 2) Child works through 3-4 guided repetitions of the skill (Counting to 40 by ones; addition within 5 using objects). 3) Parent checks in after each repetition, offering feedback.
Practice: Child completes one additional independent repetition and explains their thinking aloud.
Assessment: Child completes the hands-on task with no more than 1 error.
Wednesday — Comparing and Applying: Jobs and Tools People Use
Objective: Student will compare or apply this week's skill (Counting to 40 by ones; addition within 5 using objects) in a new context tied to Jobs and Tools People Use.
Standard: CCSS.MATH.CONTENT.K.CC / K.OA (counting, cardinality, and operations within 10)
Materials: Counters or small objects, number line or ten-frame, paper for recording
Warm-up: Brief comparison game (this vs. that) to prime comparative thinking.
Main Activity: 1) Present two related examples connected to Jobs and Tools People Use. 2) Child compares or applies Counting to 40 by ones; addition within 5 using objects to both examples. 3) Discuss the similarities/differences or the correct application together.
Practice: Child draws or acts out one example showing understanding of Counting to 40 by ones; addition within 5 using objects.
Assessment: Child correctly compares/applies the skill to 3 of 4 new examples.
Thursday — Sorting and Categorizing: Jobs and Tools People Use
Objective: Student will sort or categorize items/ideas related to Jobs and Tools People Use using this week's skill (Counting to 40 by ones; addition within 5 using objects).
Standard: CCSS.MATH.CONTENT.K.CC / K.OA (counting, cardinality, and operations within 10)
Materials: Counters or small objects, number line or ten-frame, paper for recording
Warm-up: Quick sorting warm-up with everyday objects (by color, size, or type).
Main Activity: 1) Provide a themed set of pictures/objects related to Jobs and Tools People Use. 2) Child sorts them into categories using Counting to 40 by ones; addition within 5 using objects. 3) Discuss any tricky items together.
Practice: Child adds one new item to a category and explains their reasoning.
Assessment: Child sorts a new set of 3-4 items correctly without help.
Friday — Weekly Review: Jobs and Tools People Use
Objective: Student will review and demonstrate mastery of this week's skill (Counting to 40 by ones; addition within 5 using objects) connected to Jobs and Tools People Use.
Standard: CCSS.MATH.CONTENT.K.CC / K.OA (counting, cardinality, and operations within 10)
Materials: Counters or small objects, number line or ten-frame, paper for recording
Warm-up: Quick recap of everything practiced this week, in the child's own words.
Main Activity: 1) Revisit each day's activity briefly. 2) Child completes a cumulative mini-challenge combining the week's skill and theme. 3) Celebrate progress and preview next week's topic.
Practice: Child shares one thing they learned this week with a family member.
Assessment: Child demonstrates the week's key skill (Counting to 40 by ones; addition within 5 using objects) independently, meeting the weekly goal.
Monday — Introducing the Topic: Jobs and Tools People Use
Objective: Student will be introduced to this week's focus skill (Simple tools and materials; how tools help people do jobs) through a hands-on warm-up activity tied to Jobs and Tools People Use.
Standard: NGSS K-ESS/K-LS/K-PS (observe and describe patterns in the natural world)
Materials: Theme-related picture cards or real objects, observation journal, crayons
Warm-up: Short discussion or song introducing Jobs and Tools People Use, connecting to what the child already knows.
Main Activity: 1) Introduce today's key vocabulary/skill related to Simple tools and materials; how tools help people do jobs. 2) Model the skill once with a concrete example tied to Jobs and Tools People Use. 3) Child tries the skill with guidance.
Practice: Child practices the new skill independently with a themed manipulative or picture set.
Assessment: Child demonstrates the new skill correctly at least 3 of 4 times with support.
Tuesday — Hands-On Practice: Jobs and Tools People Use
Objective: Student will apply this week's skill (Simple tools and materials; how tools help people do jobs) through a hands-on activity connected to Jobs and Tools People Use.
Standard: NGSS K-ESS/K-LS/K-PS (observe and describe patterns in the natural world)
Materials: Theme-related picture cards or real objects, observation journal, crayons
Warm-up: Quick review game recapping Monday's skill before moving into new practice.
Main Activity: 1) Set up a themed hands-on station related to Jobs and Tools People Use. 2) Child works through 3-4 guided repetitions of the skill (Simple tools and materials; how tools help people do jobs). 3) Parent checks in after each repetition, offering feedback.
Practice: Child completes one additional independent repetition and explains their thinking aloud.
Assessment: Child completes the hands-on task with no more than 1 error.
Wednesday — Comparing and Applying: Jobs and Tools People Use
Objective: Student will compare or apply this week's skill (Simple tools and materials; how tools help people do jobs) in a new context tied to Jobs and Tools People Use.
Standard: NGSS K-ESS/K-LS/K-PS (observe and describe patterns in the natural world)
Materials: Theme-related picture cards or real objects, observation journal, crayons
Warm-up: Brief comparison game (this vs. that) to prime comparative thinking.
Main Activity: 1) Present two related examples connected to Jobs and Tools People Use. 2) Child compares or applies Simple tools and materials; how tools help people do jobs to both examples. 3) Discuss the similarities/differences or the correct application together.
Practice: Child draws or acts out one example showing understanding of Simple tools and materials; how tools help people do jobs.
Assessment: Child correctly compares/applies the skill to 3 of 4 new examples.
Thursday — Sorting and Categorizing: Jobs and Tools People Use
Objective: Student will sort or categorize items/ideas related to Jobs and Tools People Use using this week's skill (Simple tools and materials; how tools help people do jobs).
Standard: NGSS K-ESS/K-LS/K-PS (observe and describe patterns in the natural world)
Materials: Theme-related picture cards or real objects, observation journal, crayons
Warm-up: Quick sorting warm-up with everyday objects (by color, size, or type).
Main Activity: 1) Provide a themed set of pictures/objects related to Jobs and Tools People Use. 2) Child sorts them into categories using Simple tools and materials; how tools help people do jobs. 3) Discuss any tricky items together.
Practice: Child adds one new item to a category and explains their reasoning.
Assessment: Child sorts a new set of 3-4 items correctly without help.
Friday — Weekly Review: Jobs and Tools People Use
Objective: Student will review and demonstrate mastery of this week's skill (Simple tools and materials; how tools help people do jobs) connected to Jobs and Tools People Use.
Standard: NGSS K-ESS/K-LS/K-PS (observe and describe patterns in the natural world)
Materials: Theme-related picture cards or real objects, observation journal, crayons
Warm-up: Quick recap of everything practiced this week, in the child's own words.
Main Activity: 1) Revisit each day's activity briefly. 2) Child completes a cumulative mini-challenge combining the week's skill and theme. 3) Celebrate progress and preview next week's topic.
Practice: Child shares one thing they learned this week with a family member.
Assessment: Child demonstrates the week's key skill (Simple tools and materials; how tools help people do jobs) independently, meeting the weekly goal.
Monday — Introducing the Topic: Jobs and Tools People Use
Objective: Student will be introduced to this week's focus skill (Jobs people do and tools they use in the community) through a hands-on warm-up activity tied to Jobs and Tools People Use.
Standard: C3 Framework D2.Civ/D2.Geo.K-2 (describe roles, places, and relationships in a community)
Materials: Theme-related picture cards, simple map or chart as needed, paper
Warm-up: Short discussion or song introducing Jobs and Tools People Use, connecting to what the child already knows.
Main Activity: 1) Introduce today's key vocabulary/skill related to Jobs people do and tools they use in the community. 2) Model the skill once with a concrete example tied to Jobs and Tools People Use. 3) Child tries the skill with guidance.
Practice: Child practices the new skill independently with a themed manipulative or picture set.
Assessment: Child demonstrates the new skill correctly at least 3 of 4 times with support.
Tuesday — Hands-On Practice: Jobs and Tools People Use
Objective: Student will apply this week's skill (Jobs people do and tools they use in the community) through a hands-on activity connected to Jobs and Tools People Use.
Standard: C3 Framework D2.Civ/D2.Geo.K-2 (describe roles, places, and relationships in a community)
Materials: Theme-related picture cards, simple map or chart as needed, paper
Warm-up: Quick review game recapping Monday's skill before moving into new practice.
Main Activity: 1) Set up a themed hands-on station related to Jobs and Tools People Use. 2) Child works through 3-4 guided repetitions of the skill (Jobs people do and tools they use in the community). 3) Parent checks in after each repetition, offering feedback.
Practice: Child completes one additional independent repetition and explains their thinking aloud.
Assessment: Child completes the hands-on task with no more than 1 error.
Wednesday — Comparing and Applying: Jobs and Tools People Use
Objective: Student will compare or apply this week's skill (Jobs people do and tools they use in the community) in a new context tied to Jobs and Tools People Use.
Standard: C3 Framework D2.Civ/D2.Geo.K-2 (describe roles, places, and relationships in a community)
Materials: Theme-related picture cards, simple map or chart as needed, paper
Warm-up: Brief comparison game (this vs. that) to prime comparative thinking.
Main Activity: 1) Present two related examples connected to Jobs and Tools People Use. 2) Child compares or applies Jobs people do and tools they use in the community to both examples. 3) Discuss the similarities/differences or the correct application together.
Practice: Child draws or acts out one example showing understanding of Jobs people do and tools they use in the community.
Assessment: Child correctly compares/applies the skill to 3 of 4 new examples.
Thursday — Sorting and Categorizing: Jobs and Tools People Use
Objective: Student will sort or categorize items/ideas related to Jobs and Tools People Use using this week's skill (Jobs people do and tools they use in the community).
Standard: C3 Framework D2.Civ/D2.Geo.K-2 (describe roles, places, and relationships in a community)
Materials: Theme-related picture cards, simple map or chart as needed, paper
Warm-up: Quick sorting warm-up with everyday objects (by color, size, or type).
Main Activity: 1) Provide a themed set of pictures/objects related to Jobs and Tools People Use. 2) Child sorts them into categories using Jobs people do and tools they use in the community. 3) Discuss any tricky items together.
Practice: Child adds one new item to a category and explains their reasoning.
Assessment: Child sorts a new set of 3-4 items correctly without help.
Friday — Weekly Review: Jobs and Tools People Use
Objective: Student will review and demonstrate mastery of this week's skill (Jobs people do and tools they use in the community) connected to Jobs and Tools People Use.
Standard: C3 Framework D2.Civ/D2.Geo.K-2 (describe roles, places, and relationships in a community)
Materials: Theme-related picture cards, simple map or chart as needed, paper
Warm-up: Quick recap of everything practiced this week, in the child's own words.
Main Activity: 1) Revisit each day's activity briefly. 2) Child completes a cumulative mini-challenge combining the week's skill and theme. 3) Celebrate progress and preview next week's topic.
Practice: Child shares one thing they learned this week with a family member.
Assessment: Child demonstrates the week's key skill (Jobs people do and tools they use in the community) independently, meeting the weekly goal.
Monday — Introducing the Topic: Jobs and Tools People Use
Objective: Student will be introduced to this week's focus skill (Identifying key details in nonfiction texts about jobs and tools) through a hands-on warm-up activity tied to Jobs and Tools People Use.
Standard: CCSS.ELA-LITERACY.RL.K / RI.K (retell, identify key details, ask and answer questions about a text)
Materials: A picture book or short passage related to this week's theme, sequencing cards
Warm-up: Short discussion or song introducing Jobs and Tools People Use, connecting to what the child already knows.
Main Activity: 1) Introduce today's key vocabulary/skill related to Identifying key details in nonfiction texts about jobs and tools. 2) Model the skill once with a concrete example tied to Jobs and Tools People Use. 3) Child tries the skill with guidance.
Practice: Child practices the new skill independently with a themed manipulative or picture set.
Assessment: Child demonstrates the new skill correctly at least 3 of 4 times with support.
Tuesday — Hands-On Practice: Jobs and Tools People Use
Objective: Student will apply this week's skill (Identifying key details in nonfiction texts about jobs and tools) through a hands-on activity connected to Jobs and Tools People Use.
Standard: CCSS.ELA-LITERACY.RL.K / RI.K (retell, identify key details, ask and answer questions about a text)
Materials: A picture book or short passage related to this week's theme, sequencing cards
Warm-up: Quick review game recapping Monday's skill before moving into new practice.
Main Activity: 1) Set up a themed hands-on station related to Jobs and Tools People Use. 2) Child works through 3-4 guided repetitions of the skill (Identifying key details in nonfiction texts about jobs and tools). 3) Parent checks in after each repetition, offering feedback.
Practice: Child completes one additional independent repetition and explains their thinking aloud.
Assessment: Child completes the hands-on task with no more than 1 error.
Wednesday — Comparing and Applying: Jobs and Tools People Use
Objective: Student will compare or apply this week's skill (Identifying key details in nonfiction texts about jobs and tools) in a new context tied to Jobs and Tools People Use.
Standard: CCSS.ELA-LITERACY.RL.K / RI.K (retell, identify key details, ask and answer questions about a text)
Materials: A picture book or short passage related to this week's theme, sequencing cards
Warm-up: Brief comparison game (this vs. that) to prime comparative thinking.
Main Activity: 1) Present two related examples connected to Jobs and Tools People Use. 2) Child compares or applies Identifying key details in nonfiction texts about jobs and tools to both examples. 3) Discuss the similarities/differences or the correct application together.
Practice: Child draws or acts out one example showing understanding of Identifying key details in nonfiction texts about jobs and tools.
Assessment: Child correctly compares/applies the skill to 3 of 4 new examples.
Thursday — Sorting and Categorizing: Jobs and Tools People Use
Objective: Student will sort or categorize items/ideas related to Jobs and Tools People Use using this week's skill (Identifying key details in nonfiction texts about jobs and tools).
Standard: CCSS.ELA-LITERACY.RL.K / RI.K (retell, identify key details, ask and answer questions about a text)
Materials: A picture book or short passage related to this week's theme, sequencing cards
Warm-up: Quick sorting warm-up with everyday objects (by color, size, or type).
Main Activity: 1) Provide a themed set of pictures/objects related to Jobs and Tools People Use. 2) Child sorts them into categories using Identifying key details in nonfiction texts about jobs and tools. 3) Discuss any tricky items together.
Practice: Child adds one new item to a category and explains their reasoning.
Assessment: Child sorts a new set of 3-4 items correctly without help.
Friday — Weekly Review: Jobs and Tools People Use
Objective: Student will review and demonstrate mastery of this week's skill (Identifying key details in nonfiction texts about jobs and tools) connected to Jobs and Tools People Use.
Standard: CCSS.ELA-LITERACY.RL.K / RI.K (retell, identify key details, ask and answer questions about a text)
Materials: A picture book or short passage related to this week's theme, sequencing cards
Warm-up: Quick recap of everything practiced this week, in the child's own words.
Main Activity: 1) Revisit each day's activity briefly. 2) Child completes a cumulative mini-challenge combining the week's skill and theme. 3) Celebrate progress and preview next week's topic.
Practice: Child shares one thing they learned this week with a family member.
Assessment: Child demonstrates the week's key skill (Identifying key details in nonfiction texts about jobs and tools) independently, meeting the weekly goal.
Monday — Introducing the Topic: Jobs and Tools People Use
Objective: Student will be introduced to this week's focus skill (Short i CVC words (pig, sit, big, win); sight words (he, she)) through a hands-on warm-up activity tied to Jobs and Tools People Use.
Standard: CCSS.ELA-LITERACY.RF.K.2 / RF.K.3 (phonemic awareness and phonics)
Materials: Letter tiles or magnetic letters, whiteboard or paper, this week's word list
Warm-up: Short discussion or song introducing Jobs and Tools People Use, connecting to what the child already knows.
Main Activity: 1) Introduce today's key vocabulary/skill related to Short i CVC words (pig, sit, big, win); sight words (he, she). 2) Model the skill once with a concrete example tied to Jobs and Tools People Use. 3) Child tries the skill with guidance.
Practice: Child practices the new skill independently with a themed manipulative or picture set.
Assessment: Child demonstrates the new skill correctly at least 3 of 4 times with support.
Tuesday — Hands-On Practice: Jobs and Tools People Use
Objective: Student will apply this week's skill (Short i CVC words (pig, sit, big, win); sight words (he, she)) through a hands-on activity connected to Jobs and Tools People Use.
Standard: CCSS.ELA-LITERACY.RF.K.2 / RF.K.3 (phonemic awareness and phonics)
Materials: Letter tiles or magnetic letters, whiteboard or paper, this week's word list
Warm-up: Quick review game recapping Monday's skill before moving into new practice.
Main Activity: 1) Set up a themed hands-on station related to Jobs and Tools People Use. 2) Child works through 3-4 guided repetitions of the skill (Short i CVC words (pig, sit, big, win); sight words (he, she)). 3) Parent checks in after each repetition, offering feedback.
Practice: Child completes one additional independent repetition and explains their thinking aloud.
Assessment: Child completes the hands-on task with no more than 1 error.
Wednesday — Comparing and Applying: Jobs and Tools People Use
Objective: Student will compare or apply this week's skill (Short i CVC words (pig, sit, big, win); sight words (he, she)) in a new context tied to Jobs and Tools People Use.
Standard: CCSS.ELA-LITERACY.RF.K.2 / RF.K.3 (phonemic awareness and phonics)
Materials: Letter tiles or magnetic letters, whiteboard or paper, this week's word list
Warm-up: Brief comparison game (this vs. that) to prime comparative thinking.
Main Activity: 1) Present two related examples connected to Jobs and Tools People Use. 2) Child compares or applies Short i CVC words (pig, sit, big, win); sight words (he, she) to both examples. 3) Discuss the similarities/differences or the correct application together.
Practice: Child draws or acts out one example showing understanding of Short i CVC words (pig, sit, big, win); sight words (he, she).
Assessment: Child correctly compares/applies the skill to 3 of 4 new examples.
Thursday — Sorting and Categorizing: Jobs and Tools People Use
Objective: Student will sort or categorize items/ideas related to Jobs and Tools People Use using this week's skill (Short i CVC words (pig, sit, big, win); sight words (he, she)).
Standard: CCSS.ELA-LITERACY.RF.K.2 / RF.K.3 (phonemic awareness and phonics)
Materials: Letter tiles or magnetic letters, whiteboard or paper, this week's word list
Warm-up: Quick sorting warm-up with everyday objects (by color, size, or type).
Main Activity: 1) Provide a themed set of pictures/objects related to Jobs and Tools People Use. 2) Child sorts them into categories using Short i CVC words (pig, sit, big, win); sight words (he, she). 3) Discuss any tricky items together.
Practice: Child adds one new item to a category and explains their reasoning.
Assessment: Child sorts a new set of 3-4 items correctly without help.
Friday — Weekly Review: Jobs and Tools People Use
Objective: Student will review and demonstrate mastery of this week's skill (Short i CVC words (pig, sit, big, win); sight words (he, she)) connected to Jobs and Tools People Use.
Standard: CCSS.ELA-LITERACY.RF.K.2 / RF.K.3 (phonemic awareness and phonics)
Materials: Letter tiles or magnetic letters, whiteboard or paper, this week's word list
Warm-up: Quick recap of everything practiced this week, in the child's own words.
Main Activity: 1) Revisit each day's activity briefly. 2) Child completes a cumulative mini-challenge combining the week's skill and theme. 3) Celebrate progress and preview next week's topic.
Practice: Child shares one thing they learned this week with a family member.
Assessment: Child demonstrates the week's key skill (Short i CVC words (pig, sit, big, win); sight words (he, she)) independently, meeting the weekly goal.