2022 FAMILY FUTURES HOME LEARNING : simplebooklet.com

Hello!As a parent, you know the countdown to school brings both excitement anduncertainty. This season represents a milestone and time of change for every family.We want this new beginning to be a wonderful experience for children and families.Ready for School, Family Futures, and Ready by Five have worked together to bringyou a guide to kindergarten readiness with YOU in mind. We have built theseactivities around our desire to support your child in their development toward schoolreadiness, while also sparking joy, curiosity, and a LOVE of learning! Please keep in mind that every child is beginning their learning journeys in differentplaces. We each carry different experiences, strengths, and challenges. There is also abig difference between a fresh 3-year-old and a 5-year-old about to enterkindergarten! We have set up the activities in such a way that there is room for bothearly learners and more advanced students to learn and grow with you. As yourchild's first teacher, please free to slow down or expand the experience in a way thatbest suits your child.Research shows that your child's start to school will be smoother when he or she hasa strong community network that works together to share information, resources,and opportunities. As members of your community, we are honored to link armswith you and your child in this way. Our Ready Together Learning Kit will help youand your child use daily moments to make learning happen all the time, everywhere.We believe that it will support you and your child to successfully launch into theeducation journey, and are here for you if you need any support along the way! The Family Futures TeamR E A D Y T O G E T H E R - W E L C O M E L E T T E R

Page 4

Page 5

Page 6

Says his or her name and age Uses words to express needs Speech is understandable to Communicates in sentences Answers questions with more Uses five or six words in Listens to stories Participates in songs and most than yes or no a sentence and has two to three sentence conversations movement activitiesBegins to show problem solvingUnderstands the idea of same andBegins to understand positionStarts understanding time in termsRemembers and retells storiesUnderstands and follows simpleCompletes age-appropriate skills different words (for example: in, on, behind, next to) of morning, night, and days of the week three-step directions puzzlesLANGUAGE SKILLSCOGNITIVE DEVELOPMENT3-Year-Old Development Guide This is a list of what your 3-year-old should be able to do by the time they are 4. Remember: All children develop on their own timetable! If your child is late to doa few of these things, don’t panic. If you do have concerns, please talk with yourchild's pediatrician.The list was created from the sources listed below. Type the listed links into yourweb browser to check out what additional resources those sites offer.3- to 4 Years: Developmental Milestones on Grow by WebMD Link:https://tinyurl.com/wh6r9e5Loving Start Preschool Curriculum Goals 3 years Link: https://tinyurl.com/yxlkffhg Developmental Milestones for 3-Years by Understood Link:https://tinyurl.com/y7u6m42pSPECIFIC ACADEMIC GOALS WORKEDON IN 3-YEAR-OLD PRESCHOOL Recognizing own name in print Recognizing all basic colors (red, Recognizing basic shapes (circle, Counting to 10 or higher Counting objects while pointing to Recognizing written numbers 1-10 Sorting objects by color, shape, or size Naming the letters in his/her name Beginning to learn the sounds that go Cutting with scissors Drawing a circle or following a pattern Attempting to draw letters and orange, blue, yellow, green, purple, pink, black, white, brown) square, rectangle, triangle) each object as each number is said first, then naming other uppercase letters with each letter (starting with own name) with a crayon, pencil, or marker numbers using multiple materials (sand, salt, paint brush, chalk, crayons, etc.) and encouraging child to start at the top of each letter or number

Page 7

Able to wash hands on his/her own Indicates need to go to the bathroom Helps put on and remove clothing Is able to drink from a cup and feed Chooses from several activity options Demonstrates respect and care for Participates in clean up with Follows routines and needs decreasing assistance self with a fork or spoon toys and household items decreasing guidance Runs and walks without tripping Hops and stands on one foot for up Walks up and down stairs, Walks forward and backward easily Kicks and throws a small ball Catches a big ball (most of the time) Climbs Begins to balance more – can bend Starts pedaling a tricycle or bike over own feet to five seconds alternating feet (one foot per step) over without fallingSELF-CARE & PERSONAL RESPONSIBILITYGROSS MOTORP A R E N T S P O T L I G H T FINE MOTOR Plays with toys that have small Turns the pages of a book one at a Builds with Mega Blocks and creates Works door handles and opens twist moving parts and/or buttons time towers of six or more blocks on bottle topsFine motor skills are important for achild to be able to eventuallycompletely dress themselves withzippers and snaps. It is important forbeing able to write once they are inschool. Below are the fine motor skillsyour 3yo should currently be workingon.Self-care & personal responsibility isreally about your child learningindependence. Independence builds achild's confidence and self-esteem. Italso allows them to feel like they havecontrol over their life. Additionally, theseare all important skills they will need tobe able to do on their own by the timethey reach kindergarten.Kids have big emotions! Socialemotional learning allows a child tolearn how to manage those emotionsand resolve conflicts with others.Having these skills also builds a child'sconfidence and sense of control overtheir life as they learn that they are ableto handle these emotional situations.SOCIAL EMOTIONAL DEVELOPMENT Adjusts to new situations Begins to recognize and label own Engages in imaginative play Plays “real life” with toys like play Learns early social skills such as Starts to play with other kids (as Starts being able to comfort and Starts finding simple ways to solve feelings kitchens sharing, and taking turns opposed to only playing side-by-side) show concern for an unhappy friend without prompting arguments and disagreements

Page 8

This is a list of what your 4-year-old should be able to do by the time they are 5.Remember: All kids develop on their own timetable! If your child is late to do a few ofthese things, don't panic. If you do have concerns, please talk with your child's pediatrician. The list was created from the sources listed below. Type the listed links into yourweb browser to check out what additional resources those sites offer.4 to 5 Years: Developmental Milestones on Grow by WebMD Link:https://tinyurl.com/yftju5vjLoving Start Preschool Curriculum Goals 4 years Link: https://tinyurl.com/yfoe8q5oDevelopmental Milestones for 4-Years by Understood Link: https://tinyurl.com/ydbygpp5Demonstrates problem solvingskills Understands that pictures,symbols, and words stand for realthingsUnderstands position words (ex: in,on, behind, next to)Better understands the concept oftime and the order of dailyactivitiesPuts objects in size orderFollows two- to three-partcommandsRecognizes familiar word signs (ex:“STOP”)Continues to work on a task evenwhen experiencing difficultiesSPECIFIC ACADEMIC GOALS WORKED ONIN 4-YEAR-OLD PRESCHOOLCOGNITIVE DEVELOPMENTLANGUAGE SKILLS4-YEAR-OLD DEVELOPMENT GUIDERecognizing many alphabet lettersand sounds Drawing or copying basic shapesand crosses (this is a milestoneknown as “being able to cross themidline”)Writing some letters or makingseparated, distinct marks that looklike lettersWorking on writing their nameCorrectly naming basic colors (red,orange, blue, yellow, green, purple,pink, black, white, brown)Correctly naming basic shapes(circle, square, rectangle, triangle,oval)Counting to 20 or higherCounting 10 or more objects whilepointing to each object as eachnumber is saidRecognizing written numbers 1-10Sorting objects by color, shape orsizeCutting drawn shapes withoutassistanceHolding a pencil with easeDemonstrating knowledge ofpatternsStaying focused on an activity for10-15 minutesSpeaks clearly using more complexsentences Answers questions with longerresponses Makes up stories and talks aboutwhat they are thinkingParticipates in song andmovement activitiesRecognizes and names oppositesRecognizes and names rhymingwordsKnows their address and phonenumber, if taught

Page 9

Controls big muscle movementsmore easily – starts, stops, turnsand goes around obstacles whilerunningStands on one foot for more thannine secondsWalks up and down stairs withouthelp, alternating feet (one foot perstep)Walks forward and backward easilyThrows, catches, and bounces amedium sized ballJumps over objectsClimbs playground equipment.Log rolls, does somersaults, trots,and gallops.Pedals and steers a tricycle or bikeFINE MOTORGROSS MOTORSELF-CARE & PERSONAL RESPONSIBILITYP A R E N T S P O T L I G H TGrasps and manipulates small items.Stacks a tower at least 10 blocks high.Strings beads or O-shaped cereal ontostring,shoelaces, pipe cleaners, etc.Shapes play-dough into recognizableobjects.Draws a person with a body.Puts together a simple puzzle.Takes care of own bathroom andhand washing needsDress and undress, brush teeth,and take care of other personalneeds without much helpUse a fork and spoonAble to serve food to self (ex: scoopfood from another bowl and placeon own plate)Keeps track of personal belongingsDemonstrates respect and care fortoys and household itemsParticipates in clean upAccepts responsibility when askedFine motor skills are important for achild to be able to eventuallycompletely dress themselves withzippers and snaps. It is importantfor being able to write once theyare in school. Below are the finemotor skills your 4-year-old shouldcurrently be working on .Self-Care & Personal Responsibility isreally about your child learningindependence. Independence builds achild's confidence and self-esteem. Italso allows them to feel like they havecontrol over their life. Additionally,these are all important skills they willneed to be able to do on their own bythe time they reach kindergarten.SOCIAL EMOTIONAL DEVELOPMENTKids have big emotions! Socialemotional learning allows a child tolearn how to manage those emotionsand resolve conflicts with others.Having these skills also builds achild's confidence and sense ofcontrol over their life as they learnthat they are able to handle theseemotional situations.More easily adjusts to newsituationsIdentifies and labels feelings in selfand others Expresses angerverbally, rather than physically(most of the time)Engages in imaginative andcreative playShares, cooperates, is helpful, andtakes turnsPlays and interacts more withother kidsEngages in social problem solvingand learns to resolve conflictUnderstands rules and socialexpectationsEnjoys being silly with jokes andsongs, etc

Page 10

Pay close attention to the child’s mental states: Intently observe your child tounderstand what they may be thinking, feeling, or becoming curious about. Talk about this with your child: Describe what’s on their mind and try to link theirbehaviors to their mental states. Do this from the child’s perspective: Use you-statements, such as “You would like touse the blue marker to trace your name” rather than I-statements (“I see you areusing the blue marker to trace your name”). Do this in the moment: Comment on a behavior or describe their mind right away.It makes it easier for them to see that you understand what they are thinking atthat moment. It also helps them be more conscious of their experience. Be elaborative and be neutral: Describe your child’s behaviors, feelings, andintentions in detail. Avoid just a general statement like, “You are playing” and trynot to simply judge the child’s behaviors. Support with non-verbal communication: Eye contact, a gentle tone, and facialexpression that mirror your child’s mood are all components of tuning into yourchild’s mind. Being aware of your child’s feelings, wishes, intentions, and thoughts and properlyarticulating what’s on your child’s mind while playing with your child are importantsigns of tuning into your child’s mind. Studies have shown that being able to tuneinto your child’s mind can facilitate your child’s social-emotional and cognitivedevelopment. Here are some tips on how to tune into your child’s mind when you and your childcomplete the activities in this learning kit: Try these tips! You may help your child better understand their mind as well as othersby modeling to them how to tune into another person’s mind. As your child is stilllearning words and how to use them to accurately describe their thoughts, feelings,and interests, how you talk to them may make a difference! Reference: Colonnesi, C., Wissink, I. B., Noom, M. J., Asscher, J. J., Hoeve, M., Stams, G. J., Polderman,N., & Kellaert-Knol, M. G. (2012). Basic trust: An attachment-oriented intervention basedon mind-mindedness in adoptive families. Research on Social Work Practice, 23(2), 179–188. https://doi.org/10.1177/1049731512469301 McMahon, C. A., & Bernier, A. (2017). Twenty years of research on parental mind-mindedness: Empirical findings, theoretical and methodological challenges, and newdirections. Developmental Rev., 46, 54–80. https://doi.org/10.1016/j.dr.2017.07.001 Aldrich, N., Chen, J., & Alfieri, L. (2021). Evaluating associations between parental mind-mindedness and children’s developmental capacities through meta-analysis.Developmental Review, 60, 100946. DOI 10.1016/j.dr.2021.100946 TUNE INTO YOUR CHILD'S MINDP A R E N T S P O T L I G H T

Page 11

Walking with your young child as they grow is a remarkableendeavor and one that benefits from community. As anorganization, we are here to support your efforts as parents. Wealso celebrate the many wise voices over the years who havementored parents well. Enjoy these quotes from Mr. Rodgers asyou consider the important work you are doing with your child! We live in a world in which we need to share responsibility. It'seasy to say, 'It's not my child, not my community, not my world,not my problem.' Then, there are those who see the need andrespond. I consider those people my heroes. Often when you think you're at the end of something, you're atthe beginning of something else. Confronting our feelings and giving them appropriateexpression always takes strength, not weakness. Play is often talked about as if it were a relief from seriouslearning, but for children play is serious learning. Play is reallythe work of childhood. Being able to resolve conflicts peacefully is one of the greatetstrengths we can give our children. Wisdom from Mr. Fred RogersP A R E N T S P O T L I G H T

Page 12

Literacy TogetherLETTER CARDSUse your tweezers to pick up pom-pom balls and place them along letter lines on thecards. *You can have your child try to say a word that starts (or ends) with each letter. *For a challenge, have your child spell the word!Spread shaving cream across the table to have your child write letters with their finger,focusing first on lowercase, then on uppercase. Practice letter sounds as you go,challenging your child to name an item around them that starts with that letter. *Next,move onto writing your child's name, and three letter words!For a neater experience, you can also put the shaving cream in a ZipLoc bag!Spread out 5 letter cards. Say the name of one letter, and have your child point to it. Parents then demonstrates the sound that goes with the letter. Ex. "S. ssssssss." *Once your child has all the lowercase letters learned, begin working on uppercase! Beginners can play a matching game with lower and upper case letters. Select a certainnumber of each card, and spread them out face up for matching. *More advanced students can use more cards or play with the cards face down as analphabet version of "Memory."Have your child put the alphabet letter cards in order. First, use a small portion of lowercase letters, *adding more and more until the child can do the whole alphabet. *Then, moveonto capital letter cards.Use the letter cards to form your child's name. Practice having a capital letter first, followedby lowercase letters. *When ready, move onto using the cards to make other three letterwords.Roll out thin tubes of playdough. Break it up into pieces and use the lines to curve intothe shapes of selected letters (lowercase first, then uppercase) *followed by your child'sname and three letter words. You can also have your child make a sculpture to go withtheir word!Put a select amount of letter cards in front of your child. Using a marker with the CAP ON(or your finger), pick a letter and write it on your child's back. Have them guess whatletter it is. If they get it incorrect, don't tell them what it is. Instead keep writing it untilthey get it. When they get it right, have them say a word that begins with that letter andpossibly even use it in a sentence. *When your child is ready, you can use simple sightwords and repeat. Ensuring the cap stays is ON, you can even change roles and repeat!SENSORY LEARNING

Page 13

Make reading a part of your daily routine! Do you read before sleep? After lunch? Firstthing in the morning? Reading is wonderful as a spontaneous part of your day, but it'seasy to forget if you don't have a predictable pattern.If possible, hold your child on your lap or snuggle close on furniture together. You wantyour child to connect reading with love and closeness with you. Try to let your child pick the book! See if they can figure out where the cover is and how tohold it before helping them. Pointing to the words, read them the title, the author's name,and illustrator's name. As they grow with you, they will be able to find these on their own!Sometimes follow your finger along with the words, pausing to highlight special words,letters, and punctuation to help your child connect the text with the story you are telling.Don't be discouraged if your young child loses interest or needs a break! Find your inner "silly" and allow your voice to match the characters. You can even havethem make faces or voices to go with how they perceive the character!Keep a comfortable pace along the way, slowing down to let them explore the pictures,recap what they have read, and making predictions for what is next.As the book finishes, ask your child to retell what they heard, share their feelings aboutthe book (favorite vs. least favorite parts). You can even have them rate it 1-5 stars!Your child MIGHT develop a favorite and want to read it over and over again. That's okay!Special books to children have a positive lasting impact. Share your favorites with them!TIPS FOR READING TOGETHERLITERACY ON THE GOLife with young children is often busy for families. The activities in this section areintended to be used as you go about life at home or elsewhere.Of all the activities we can recommend, the MOST powerful is reading a book together. Ifyou don't have books at home, please consider visiting your local library! You will beamazed by how many books you are free to borrow. Giving your young children freedomto pick any book they'd like to borrow is thrilling to them! Visit kdl.org or grpl.org to findout more about the programs nearest you.Letter Scavenger Hunt! Give your child one (or more) letter cards. Start first withlowercase cards, but feel free to also use uppercase. Have your child be on the look out forthe letter(s) they are holding (or examined before going about their day) around thehouse in print. When they find it, have them show you. You can then help them come upwith a word that begins with that letter (*or a word that ENDS with that letter if they aremore advanced). *Together, you can also put the word into a sentence. For even more fun,come up with with a silly word to shout or a family cheer when the letter is found! As you are pushing the shopping cart or moving around the house, encourage your child tofind items and say what letter they think it begins with. Example: "There's a banana! B, b, b,banana. Banana starts with B." *More advanced students can use the word in a sentence orattempt to spell it!READING TOGETHER

Page 14

Books TogetherLIBRARY BOOK CHOICESIn Grand Rapids and throughout Kent County, you have MANY different locations tochose from. There is likely one close to wherever you live. You can find out more about thelibrary near you at kdl.org or grpl.org. Below is a list of books your area's librariansrecommended for incoming kindergartners. We encourage you to visit and borrow thesebooks to read together! All Are Welcome, by Alexandra PenfoldButterflies on the First Day of School, by Annie SilvestroChrysanthemum, by Kevin HenkesChu's First Day of School, by Neil Gaiman How to be Kind in Kindergarten, by David SteinburgIf Animals Went to School, by Ann Whitford PaulThe King of Kindergarten, by Derrick Barnes (Librarian Favorite)The Kissing Hand, by Audrey Penn (Librarian Favorite)Lena's Shoes Are Nervous, by Keith CalabreseLlama Llama Misses Mama, by Anne DewdneyMae's First Day of School, by Kate BerubeThe Magical Yet, by Angela DiTerlizzi Miss Bindergarten Gets Ready for Kindergarten, by Joseph SlatePigeon has to go to School, by Mo WillemsRocking in My School Shoes, by Eric LitwinRuby Finds a Worry, by Tom Percival School's First Day of School, by Adam Rex We Don't Eat Our Classmates!, by Ryan T. Higgins (Librarian Favorite) Have you visited your local library before? If not, it's time to try! Do you know that yourlibrary is a free resource of books, movies, music, activities, and more? Visit kdl.org orgrpl.org to find your nearest branch. Library cards are free and easy, but if you prefer notto get one, you can still enjoy all the materials in the library while you are still there. Staffare happy to help you! Goal for your Child: Start by walking through the entire children's section. Did a book oractivity catch your eye? Feel free to pick it up to read or play with! It's okay to be shysometimes, but a challenge for today is to ask the librarian for help finding a book aboutsomething you are interested in. Do you have a favorite animal? Activity? A place you'dlike to visit or a character you love? Do your very best to look at the grown up in the eyeand speak nice and loud for them to hear. They will love to help you! LIBRARY VISIT

Page 15

Page 16

Math TogetherNUMBER CARDSSpread out the number cards, 1-5. Use the tweezers to pick up small pom-pom balls andplace the correct amount on each number card. *As your advances in their understanding,increase the number cards, *followed by doing simple addition problems.Spread shaving cream across your table (or just fill a ZipLoc bag with it for a neaterexperience) and have your child write their numbers in it, along with also drawing thesame amount of dots or objects. You can also have them draw their shapes!First using just cards 1-5, mix up the number cards and have your child put them in order.*As the student advances, add more cards until you are using the full stack. *You can alsobegin simple addition or subtraction problems. Beginning with number cards 1-6 and one dice cube, have your child roll the dice to seewhat number comes up. Then, have your child find the number card that goes with it. *Asthey advance, you can increase to rolling two dice and using larger number cards! Go on a walk outdoors and encourage your child to gather a certain number of objects:rocks, sticks, leaves, or more! Find something to have your child write that number in thedirt!Using your playdough, roll out long thin tubes. Break the tubes into pieces and make thebasic shapes: square, triangle, circle, and rectangle. When your child is done, help themfind examples of these shapes in items around your home! *As they advance, help yourchild make a heart, diamond, (rhombus), parallellogram, octogon, hexagon, or pentagon.SENSORY LEARNINGHave all the number cards facing down. You and your child take turns picking theirnumber cards, and the other person picks an action. (Examples: hopping on two feet or one,spinning around, clapping, patting your head, touching your toes, etc.) The person whodrew the number card has to do the selected action that number of times.Choose a straight object in your home. Could be a toy, a pencil or marker, a string, aspoon, or even your phone as a measuring stick. Make a list of items around your hometo "measure." Using your chosen measuring stick, help your child measure various itemsaround your home. Help them write the number down and explore which items were thelongest, shortest, widest, tallest, and more!Make your moments count! As you go about your day, yourdrive, your anything with your child, encourage them to countechoing you, at the same time (like a choir), or on their own ashigh as they can. As they grow, have them count by 5s and 10s!

Page 17

COLORS, NUMBERS, AND SYMMETRY Using your box of markers, identify all the colors with your child. Challenge them to findobjects around the house that are the same color! Have your child draw small circles (orother shapes) in simple patterns. Example: An "AB" pattern would be two colors goingback and forth: red, blue, red, blue, etc. *More complicated patterns would use morecolors. Example: An "ABC" pattern would be red, blue, green, red, blue, green, etc.Your child will learn the days of the week, months of the year, how to say the date,seasons, and weather in their preschool and kindergarten years! There are many ways topractice these, but the most effective appears to be silly songs and daily exposure to theconcepts/ Below are lists of calendar pieces to talk about often, and some ideas on how todo that. Highlight to your child that days of the week and months get capital letters!Using a blank piece of paper in your plastic slip (in folder) and dry erase marker, drawHALF of a simple object. Examples: heart, flower, cloud, butterfly, tree, etc. Have your childcomplete the other half of the picture to look exactly same to practice symmetry! You canrepeat this activity by making your own "dot to dot" picture. Picturing a simple shape,draw the dots that would make up that shape and number the dots for your child tofollow in order!CALENDAR TIMEHave your child hold out their hands and show them how they look the same (explore anydifferences, too!). Have them hold their hands together, explaining that when somethingis the same on both halves, it's symmetrical! Have them put their two feet together, lookin mirror at their two ears and eyes. Then have them compare to you! When you put yourhands together, is it symmetrical? How are the two of you the same and different? This is also a great opportunity to also teach your child what right vs. left is. You canpractice by hiding something and giving them directions using "left" vs. "right" to find it!DAYS OF THE WEEKSundayMondayTuesdayWednesdayThursdayFridaySaturdaySEASONS & WEATHERFall, Winter, Spring,and SummerSunny, Hot, Cloudy,Cold, Rainy, Snowy,Windy, and WarmMONTHS OF THE YEARJanuary, February, March,April, May, June, July,August, September,October, November, &DecemberWhat is today's date?Example: It is Sunday,May 15, 2022. Help your child learntheir birthday! Ask your child whatday of the week is ittoday? What day wasyesterday? Tomorrow?Ask your child to lookor go outside and tellyou what the weatheris today! Is that typicalfor the season you'rein? What season is it?You can do an internet search on "silly songs to learn the days of the week and months of the year!"

Page 18

Science TogetherBUG HUNTUsing your magnifying glass, now it's time to look for leaves and rocks! Look at trees andbushes to explore how different leaves are shaped and colored. Scan the ground for newor interesting rocks. Are you able to visit a lake or waterway? Rocks are often easier to findnear a water's edge. If it's allowed where you are, feel free to bring a sample of a fewleaves or rocks home with you. Help your child compare, contrast, and sort their findings!Use the chart on the next page to record what you found.Do you ever wonder what the world looks like through the eyes of insects? Help your childdive into their world, by going on a "Bug Hunt." While it's possible to do one indoors, yourchild will have greater success outdoors! Using their magnifying glass, look in natural areaswhere insects like to spend their days. Repeat at night time if you have enough light to seethem! Do you feel like you've turned over every stone? Now it's time to set the table for them!Take any scraps of food you have remaining from a home meal, and pick a specific place toleave them outside. Return several hours later and see what you find. Were there anyvisitors to your "Bug Picnic"? Check again the next day and the day after that. Use the chart on the next page to record what you found.Talk with your child about what you discovered. LEAVES AND ROCKSICE TO WATERYoung children are just learning about the world around them, including simple things like how water changes forms!Show them water in the form of a gas: steamy shower or boiling potShow them water in the form of a liquid: a nice glass of water to drinkShow them water in the form of a solid: an ice cube or some other form of frozen water Help your children understand that while water takes on different forms, it is still water! Activity: Using different ice cubes, put one outside, leave one inside your home (outside ofthe freezer), and leave one on a plate. Using your water dropper, have your child squeezewarm water over the top of the ice cube on the plate over and over again. (If you have salt,you could set out a 4th cube and simply put salt on it.) Keep track of which ice cube melts the fastest and slowest by writing it on the chart onthe next page. Talk to your child about how heat affects ice and how it was water bothbefore, during and after it was an ice cube!

Page 19

BUG HUNTUse this space to draw pictures of rocks and leaves you discovered! You can even lay ablank piece of paper over the top of a leaf and rub your crayon across it. It will create akeepsake of it's design! Label your picture with letters, words, or sentences if you are able.Use this space to draw pictures of what insects you discovered! You can label your drawings with letters, words, or sentences if you are able. LEAVES AND ROCKSICE TO WATERThis is my ice outside. Ittook _____ seconds tomelt.This is my ice on a platein my home. It took_____ seconds to melt.This is my ice that Iused my eye dropperto melt. It took _____seconds to melt.Use the boxes below to draw pictures of your melting ice in different ways.Talk about why some ice cubes melt faster than others.

Page 20

Science TogetherRAIN OR SHINEFill your clear cup with water, leaving about 1/4 of thetop empty. This represents the air!Using your watercolors and a DIFFERENT cup or bowl,mix in your blue paint to tint that water.Spray the shaving cream at the top of your cup withCLEAR water. This represents clouds.Using your water dropper, have your child take thewater that is tinted blue and squeeze it out on top ofthe shaving cream (clouds). They will repeat this manytimes and the clouds will become saturated by theblue rain. Have them keep an eye out below to see therain falling through the sky to the bottom! What causes the rain to fall? Try this experiment with your child to find out!Materials needed from your kit: clear plastic cup in yourkit, shaving cream, watercolor paint, and the waterdropper Materials from home: any small container filledwith waterRain is water that falls to the ground when the clouds get too heavy with it! DRAW & LABEL YOUR FAVORITE PART OF EACH SEASONMoreMoreMoreLiving in Michigan means we get to enjoy all four seasons! Talk to your child about whatseason is their favorite: Summer, Spring, Fall, or Winter? What do they like about thatseason? This is what my cuplooked like when Imade it rain.SPRING SUMMER FALL WINTERSearch "The Water Cycle, How Rain is Formed Lesson For Kids in You Tube."

Page 21

To explore what helps something fly, you are going to make different paper airplanes withyour child and see which one flies the farthest! There are many ways to make a paperairplane, so feel free to look up different options online (wikihow.com/make-a-paper-airplane). Here is the typical way most people make one: Fold your piece of paper to maketwo long skinny rectangles. Unfold the paper, and bring the top two corners down themiddle crease. Next, fold the top corners to the middle again, making the plane muchthinner, as if in a large triangle. Fold the paper back down the centerline, so it has bothsides together. Lastly, crease the angled side toward the center fold to create the wings.Whose airplane flew the farthest? Why do you think that was? Airplanes can fly, because the thrust of the engines moves them forward, while theirwings provide the lift needed to move them upward. Air moves faster over the top of thewings by design, which means the pressure below the wing is higher. This supportsairplanes up in the air! To explore more, consider visiting the Gerald R. Ford Airport viewing area (4910 KraftAvenue SE, Grand Rapids, MI 49512). There is a beautiful pavilion, bathrooms, and room foryour children to move about. You can even tune your radio to 1650 AM to listen to airtraffic controllers, pilots, and other key staff as they help planes safely take off and land! Your child may observe that some things float in the water and fly in the air, but theyprobably don't always understand why. Fill up your tub or sink with water. Allow your child to pick a few items that you don'tmind getting wet! Help them pick things that you think will float (like wooden items, abowl, a pencil, some food) and also some things that you know will not (metal forks, arock). Have your child predict whether or not it will sink or float before it goes in. Werethey right? Were the wrong? Anything more dense than water will sink. Anything that is not, will float! Have yourchild fill out the chart below with pictures, letter labels, or words! To explore more, help your child use items around your home, including garbage orrecycling to make their own boat. See if it sinks or floats! Also, consider visiting a body ofwater near you to observe things that are sinking of floating! SINK OR FLOATFLYINGTHESE ITEMS FLOATEDTHESE ITEMS SANK

Page 22

Community TogetherTO THE PLAYGROUNDTO YOUR NEIGHBOR'S DOORMost of us have other people living within walking distance of our homes. Is there atrustworthy neighbor you could greet with your child? Perhaps someone new to meet? Goal for your Child: Is there something you can do to show kindness to a safe grown upnear your home? With your parent's help, think about what you could do. Could you drawa picture? Make a craft? Pick some flowers from your garden? Bake something with yourparent? Be creative and brighten someone's day! Do you have a playground near your home? Have your child pick a park to visit. Evenbetter if you can walk! Here are some goals for you and your child: Goal for your Child: See how many different pieces of playground equipment or areas youcan explore! Try something new. Ask your parent to help you accomplish a piece ofequipment that scares you. Ask your parent to play a game with you! Tell your parents"Thank you!" for taking you on this playground adventure. Your community is the place you live. It's what will feel like home to your child. For the lasttwo years, some have struggled to stay connected to their communities. This task sheet is anopen ended field trip for you to consider taking with your child as a learning and bondingexperience. Allow them to "plan" the experience with your help! Goal for Parents: Do not take out your phone or any other distraction. If you want to take apicture, put it right back after! At this age, your child is hungry for your undivided attention.TO THE PARKDo you have a natural park near your home? Something with water, a forested area, oropen fields? Have your child pick a park to visit, preferably one that does not have aplayground on it. (Again, it is a bonus if you can walk!) Goal for your Child: Take time to walk around the park with your parent and ask as manyquestions as you can! You can take photos or drawing paper with crayons to keep picturesof what you see on your adventure. Take turns playing "I spy" with your parents. It goeslike this, "I spy with my little eye, something that is _____." (Then, you use a describing wordlike "green" or "tall" or "wet.") The other person keeps guessing until they get it right, thenyou take turns being the leader. Explore ways to try something new at the park and inviteyour parent to join you! Tell them "Thank you!" for taking you on this park adventure.

Page 23

Create TogetherART TOOLS IN ACTIONUSE YOUR IMAGINATION Is there a talent you can share with your child or learn something new together? Of courseteachers know that the skill of just using scissors, glue, and drawing is important for school,but the value of creating alongside your child will not only increase skill, but also createspecial bonds and memories. Consider activities that connect to your five senses. What canyou can see, hear, touch, smell, or even taste?Take a walk through your home or neighborhood. Are there items that you can use tocreate something? An old shirt you no longer need? A stick or rock on the side of theroad? An empty box from food you ate? What do you have on hand that you can use tocut, glue, paint, decorate and make something new? Could you gather items to makeinstruments? Could you make a bird feeder and add left over peanut butter? Can yourchild visit your work and see what you create there? Let your imagination run wild andhave fun creating together! Get 3 white pieces of paper and set up your water colors paint. Watercolor paintrequires your paint brush to be dipped in water before the paint is activated. So, get acouple cups of water to keep your brush wet and also to rinse it off between choosingdifferent colors. Pro Tip: It's helpful to have a paper towel near by to dry the brushsometimes, too.Have your child paint a picture of beautiful park or outdoors space that they enjoy.While your paint is drying, have your child draw a circle, square, rectangle, and triangle.They can also draw other objects that might fit into their picture! Have your child color and cut out their shapes or objects. When your painting is dry, you can help your child glue their items on their picture!Gather up all the art supplies and white paper in your kit! It's time to get creative. Use your imagination on what to create! Help your child practice using scissors to cut straight or curvy lines, shapes, and beyond.You can draw these things on paper for your child to trace, color, and cut out! If your childis able, have them draw their own designs independently for cutting practice. Coach yourchild on how to open and close their glue, markers, and crayon boxes. This will be expectedof them throughout their school day, so it's important to help prepare your child. Simple Project Idea

Page 24

Practice the new school routine, start to finish. Before their first day of school, wakeyour child up as if it's a school day. Feed them breakfast, walk out the door with them,visit the bus stop location, and even drive them to the school! You can even spendsome quality time on the playground to try out the equipment before returning home!If your child will be riding the bus and does not have an older sibling, consider visiting aneighbor's home so your child can get to know an older student on the bus before thefirst day. Make sure to visit your school's Open House night to drop off supplies, or arrange for aspecial visit if your child is feeling extra nervous. Print a copy of your child's teacher and have it present in your home. Talk to your childabout your child's teacher warmly so they get used to the understanding that they aretrustworthy.Work together on a plan for a special activity to connect after the first day. Can you visitthe local park? Have their favorite game ready for them when they return home?Talk about feelings. Share your own experience with kindergarten. Affirm them that it'sokay to feel nervous, but that they are safe and their school is so excited to have them. Have your child practice putting on their jacket, filling up their backpacks, snappingtheir pants, opening their school supplies boxes, and taking their shoes off/puttingthem back on.Practice with your child their address, phone number, and parents' names. Starting SchoolACTIVITIESQUESTIONS TO ASK AFTER SCHOOLHow was school today? Did you have a good day? What did you learn? There is nothing wrong with these questions, but they often don't inspire your child to giveyou a meaningful response. As parents, we want to see into our child's world when they areaway from us. Consider picking one or two of questions below when your child gets home! Tell me about the BEST part of your day.What was the hardest thing you did today?Did any of your classmates or teacher do something funny?Who did you play with today? What did you play?What rules are different at school compared to home?Who did you sit with at lunch? What did you eat?Can you show me something you learned (or did) today?What's one thing you did today to help someone?How would you rate your day on a scale of 1-10?When did you feel most proud of yourself today?Did anything surprise you today?Can we look through the papers in your backpack together?

Page 25

THINGS I LIKE TO DO WITH MY PARENTS AFTERSCHOOLYour child is going to feel the big change of going to school, but they don't always knowhow to talk about it. They may come home tired, irritable, overly energized, quiet, or anynumber of other ways. Help your child process all the changes by following their cues. Letthem be the leader in how they share with you all that is going on in their worlds. Use this sheet as a guide to give them a voice in how they would like to connect with you.They may just draw pictures, but they can also use letters, words, or sentences to labeltheir drawings, too! A lot is changing and I have questions for my parents. Here are the things I want to ask my parents about.

Page 26

Staying HealthyHEALTHY SLEEPEATING HEALTHYPreschoolers (ages 3-5) need 10-12 hours ofsleep each day. School-age children(ages 6-13) need 9-11hours of sleep. Doing the best you can to ensure your child is healthy will allow them to spend more time inschool with their teachers and friends. Support your child by helping them get enough sleep,eating healthy foods, getting enough exercise, and taking care to avoid sickness. Healthy sleep routine for your young child:Remove any screens from your child by 7:30 pm.Give your child a warm shower or bath. Help your child brush their teeth.Help your child get dressed for bed.Pick out clothes for school the next day.Enjoy a quiet time of reading or talking with each other. Your child goes to bed at 8:30 pm in a room that is dark (potentially with a soft nightlight), quiet, and free of screens.Wake up at 6:30 am refreshed!Food is fuel for your body. Your child needs help making healthy choices so their bodiescan be fully energized to take on their school day. Schools provide free or reducedbreakfast and lunch for qualifying students (and MANY qualify!). Be sure to enroll with your school to see if your family qualifies. It's a lot easier for a child tolearn when their stomachs are full! What a child needs to eat in aday can be divided into threeparts. 1/3 = Vegetables and Fruit1/3 = Breads and Potatoes1/3 = Dairy and Proteins (meat) Suggestions for healthy eating habits:Set good an example of healthy eating for yourchildren and have healthy options in your home. Do your best to offer fresh foods like fruits andvegetables when they are hungry for snacks.Remember a five-year-old needs to eat about half of agrown adult. Provide them with seconds as they ask,but do not force a child to eat who is full.Limit foods with sugar and little nutritional value.Instead, help your child to fill up on healthy and freshfoods.Include your child in meal planning and preparations. Be intentional to try to sit together as a family formeals, supporting family connection andconversations.

Page 27

STAYING ACTIVEBATTLING GERMSYoung children(ages 3-5) should beactive during theday at least 3 hours,including light,moderate, andvigorous activities. Vampire Cough:Keep your hands cleanand cough into yourelbow! Teach your childthis method so they cankeep their hands cleanand their friendshealthy. The biggest enemy of healthy exercise in young children today isscreens. While screen time is often a welcomed calm within ourhomes, it is essential that we limit this part of our family life. TheAmerican Academy of Pediatrics recommends no more than 2 hours of screen time for preschoolers per day. Be your child'sbest example and also work to keep your screen time to aminimum when your child is awake with you. They say, "The daysare long, but the years are short." This is true! Make sure you aremaking the most of the young years with your child by playingwith them and not filling them with screens and entertainment. Some tips for exercise with your child:Visit a park! Let them run, play, and explore what they can do.Play games such as "Follow the Leader," mixing in jumping,hopping, walking backward, and more.Play catch with an item inside or outside your home!Kick a ball back and forth.Play tag or set up an in-home obstacle course with furniture.Hide something in your home and have them hunt for it withyour clues! Washing your hands is the best way to slow down germs inclassrooms. Help your child practice washing them at home! Remind your child to lather the bubbles by rubbing their handstogether between their fingers and around their nails.Teach your child to scrub for at least 20 seconds. They can humthe "Happy Birthday" song from beginning to end two times!

Page 28

Page 29

Page 30

Page 31

Page 32

Page 33

Page 34

Page 35

Page 36

Page 37

Page 38

WRITING LETTERS T0 GO WITH SOUNDSChildren will learn all 26 upper and lowercase letters. Startwith letters in their first name. Uppercase: (A B C D)Lowercase: (a b c d)Here is an example of how to work with letters and their sounds with your child. https://www.youtube.com/watch?v=lhX064AiyGgChildren will learn the sounds associatedwith each of the 26 alphabet letters. Knowing letter sounds helps sound out words in print. It is the beginning step of learning to read and write.A=”a” apple  B=”b” bat  C=”c” catYou can help your child write letterscorrectly by reminding them to always startletters at the top. Notice that all letters havebig/small straight lines, big/small curvylines or both.B=big straight line two curvy lines.D=big straight line big curvy line.When writing your child’s first name, the first letter is uppercase while the rest arelowercase.(Fred not FRED)When children begin to write, they use what they know about letter sounds to build words. Many words have letters wedon’t hear or have different spelling rules.Young writers will only write the letters they hear, sometimes only using the firstsound.Children will learn to see a number on its own and identify what that number is called.( 0, 1, 2, 3, 4, 5, 6,...20)They will learn to write numbers 0-30.Numbers, like letters, start at the top andhave straight and curvy lines. Using thesewords will help children write numberscorrectly.1= big straight line down2= curvy line around straight line backChildren will learn to touch one object at a time and count in numerical order.One to One counting shows anunderstanding of numbers.Each object has one number name:😀   😀   😀   😀 1    2    3    4  ....... 20By the end of kindergarten, childrenwill learn to count in numeric orderorally from 1-100. Students may also be asked to start at anumber and count forward.11- 12,13,14, 15, 16, 17, 18, 19, 20, 21, 22, 2327-  28, 29, 30, 31, 32, 33, 34, 35, 36, 37, 38LETTER IDENTIFICATION- ABCONE TO ONE COUNTINGNUMBER IDENTIFICATION- 1-2-3COUNTING IN NUMERIC ORDERLETTER SOUNDS- PHONICSKINDERGARTEN ALPHABET & NUMBER SKILLS This is a description of skills your child will learn by the END of kindergarten. Using the activities we have provided, you can have fun practicing together!

Page 39

Take care of toileting needs Dress oneself (coats, boots, etc.)Put away and care for belongingsZip, snap, tie, and velcro Ability to use words to ask for help from anadult or peer to meet needsSoon your child will be going off to kindergarten. For parents this is both an exciting time and a time of wondering if your child is Independent enough to successfully spend hours away from home.Being independent is the ability to take care of their own needs. This can be done either physically or verbally.1.Give your child responsibilities2.Let your child try new things3.Give choices 4.Allow your to child make decisions5.Provide empathy, not judgement.6.Focus on trying rather than failure7.Teach child to solve problem solve8.Establish a daily routine9.Teach your child how to compromise10.Provide Encouragement - Positivefeedback shapes a child's personality! Be the leader on a hike Prepare a picnic lunch, choose food Pack up items when it is time to go Decide how long to stay. Set a timer items and pack together homeCarrying the list into storeCrossing items off the listPlacing items into cart or carHelp put items on the conveyor or intobagsEncouraging independencebuilds a sense of belonging, self awareness and self discipline.Trying new things is about takingrisks and making mistakes that builds determination and self-worth. Giving your child choices and allowing them the time to complete a task helps to build self-esteem.Pack their backpack with activities to keep themselves busy in the carOrganize the car after each outing.Have baskets for toys, books, garbage... Help with siblings: sing, play I-spyDecide what to listen to or what songto singLearn to take care of ALL toiletingneedsLearn Self Care Skills: dress, undress,bathe, brush teeth, brush hair…Select a book to read together Help with cooking, setting table,putting away toys, cleaning theirroom, caring for pets, etc.VERBALLY: 10 WAYS TO HELP YOUR CHILD BECOME INDEPENDENT:IMPORTANCE OF INDEPENDENCE CAR: PARK: HOME: STORE:WAYS TO PROMOTE INDEPENDENCE:PHYSICALLY: P A R E N T S P O T L I G H T INDEPENDENCE

Page 40

Most of these things your family already does. Including it as a set routine that is visible for your child will help them knowwhat comes next.Wake up at a specific time after 10-12hours of restEat a healthy breakfast togetherPlan or talk about what to expect thatday. Weather, things at school, doctorappointments, etc.Dress / Brush teeth and hair Pack backpack including lunchSet a timer or give 5 minutes to alertyour child when it's time to goChild gets ready to leave: shoes, coat,backpackRoutines help your child know what to expectand when. They also promote healthy habitsand increase a child’s self-awareness andtime management skills. Schedules are different for each family. Keepexpectations realistic and match the routines to your child's ability.When creating a routine, get your child'sinput so they know the purpose andexpectations. This helps them stay engaged,eliminates power struggles, and increases cooperation. Wash hands for dinner.Eat dinner together and have familytimeHave child help clear table, loaddishwasher, etc.Include free time and being activeWash hands and pack lunch fortomorrowPack backpack for the next dayBathe / Dress / Brush teeth Select clothes for the following dayRead stories togetherSleep 10-12 hours each nightSet a time to give your childundivided attention (no interruptionsfrom phone or TV)Ask what they did in school withopen-ended questions requiring morethan a one word response: What didyou do at school today? Put away coat, backpack, etc. Wash hands, eat a healthy snackInclude free time and being activeInclude time to work on homework(put in backpack when finished)Wash hands and help with dinner bysetting the table, filling water glasses,etc. ROUTINES EVENING:AFTER SCHOOL:MORNING:ITEMS TO INCLUDE IN YOUR DAILY ROUTINE BASED ON THE TIME OF DAY:BUILDING ROUTINES / SCHEDULES

Page 41

1.Talking or narrating about whatthey notice in their child’senvironment or daily routine. Thisallows the child to hear words insentences and how they areconnected to objects. 2. Giving your child theopportunity to use theirlanguage/words by asking open-ended questions. Questions thatrequire a response of more thanone word. This encourages yourchild to think of the wordplacement in a sentence in orderfor the sentence to make sense.Talking to your young child is howthey build their vocabulary. Studiesshow that children that are talkedto and read to often know morewords. Children are like sponges,they soak up the language! Keepscreen time to a minimum andenjoy your time together. Ask your child questions:"Should we get the BIG boxor the little box?" Talk about what you will findin each aisle.Read a book, ask your child"what do you notice?" on eachpage.Say good bye to toys as you putthem away: "Good-bye yellowtruck! Good-bye big green ball!"Hike/walk and identify colorsand objects you see.Count as you push your childon the swing or count thenumber of objects youcollected on the hike.Sing out loud. Enjoy musicPlay Copy Me: say, “big greentree”, then say, “copy me.” (childshould repeat). Be silly: purplepenguins wearing pajamas,copy me! together! AT HOME:IN THE CAR:AT THE PARK:AT THE STORE:TALK, TALK, TALK READ, READ, READTWO WAYS TO ENCOURAGELANGUAGE DEVELOPMENT:WAYS TO PROMOTE LANGUAGE: LANGUAGE P A R E N T S P O T L I G H T Parenting young children is a busyseason of life. We don't always havetime for formal learning, but we cando our best to make our momentscount! Use the ideas below topractice shile going about normallife activities.

Page 42

Being away from home may cause stressand anxiety in young children. This is both normal and expected! Your child's teacher will spend the first weeks of kindergarten working ongetting to know each other and building routines for the classroom, playground, lunchroom and hallway. Relationships and routines are essential for the social and emotional success of school age children.Sharing and turn takingUse words to problem solveListening and following directionsRegulate emotions / learn self controlUse appropriate language inconversation and play Be respectful and kind to othersShow self-confidence and have theability to make decisionsindependently or get needs metsuccessfullyFocus on and complete a taskindependentlyWork and play successfully with peersRespect others’ points of viewKnow that people are different andmay have different points of viewAccept limits.Play games to teach turn-taking andsharingAllow your child to think and do thingsfor themselves, which promotesindependenceRead books about friendship,cooperation, empathy, etcEncourage playdates, which promotesproblem-solving and buildsrelationshipsLabel feelings to help your child identifytheir emotions. (I noticed you're crying,you must be sad.)Give them appropriate ways to controlstrong emotions: taking deep breaths,counting to 10, use your wordsContinue to build a strong, lovingrelationship with your child, showingrespect in both words and actionsGive your child responsibilities toencourage listening and followingdirectionsHave a routine at home to help yourchild know what to expect and whenTeach kindness (being considerate,polite, respectful to others, etc.)Establishing a routine and learning howto solve problems at home are life skills needed to support your child’s social and emotional learning. By allowing your child a safe, non judgemental environment to express their concerns and emotions, theybuild confidence, acceptance, and self- awareness.SKILLS NEEDED FOR SUCCESS IN KINDERGARTEN:PROMOTE HEALTHY SOCIAL EMOTIONAL SKILLS: SOCIAL EMOTIONAL

Page 43

There are 2 types of motor skills: grossmotor and fine motor. Gross motor skillsare big movements like running,jumping, and climbing. Fine motor skillsare more precise movements usingfingers and a thumb to pick up items orwrite a note. P A R E N T S P O T L I G H TMOTOR SKILLSIMPORTANCE OF MOTOR SKILLSGROSS MOTOR SKILLS:These develop firstAre important for everyday mobilityLay the foundation for fine motor skillsDelays can affect fine motor skillsFINE MOTOR SKILLS:These develop after gross motor skillsThey allow a child to dress themselveswith zippers and snapsThey give a child a sense of controland build confidenceThey're important for writing in schoolSKILLS NEEDED IN KINDERGARTEN:Use a pencil or crayon with somecontrolUse scissorsCopy basic shapesMake distinct marks that look likeletters and write letters in their namePut together a simple puzzleRun fast, slow, and for set periods oftimeJump with feet togetherHop on one footClimb stairsBounce a ball and try to catch it1.2.3.4.5.6.7.8.9.10.WAYS TO PROMOTE MOTOR SKILLSSome of these activities take preparation,but once you've gathered the items keepthem in a basket or a box to leave in thecar and easily take to the park or grocerystore. CAR:I spy and do: soar like an airplane, pedallike riding a bicycle, drive a big truck, etc. Have a passenger clap a pattern for thechild to repeatStrings bead, uncooked macaroni, ordonut-shaped cereal onto pipe cleaners,string, yarn, or shoelacesColor a coloring bookHOME: Have a dance party!Move around the house like differentanimalsPlay with Playdoh: cut it, roll it, shape itpractice writing in shaving cream, sandor saltPARK: Climb or play tag on a playsetBalance walk on a curb or short wallDraw with sidewalk chalkUse water and paintbrushes to paintaway the sidewalk chalk or "paint" thesidewalk itselfSTORE: Have your child take items off the shelfand place them in the shopping cartYour child can help by placing items onthe belt when checking out.They can clip clothespins to the metalbars of the cartUsing a shirt from the clothing section,practice doing and undoing the buttons.

2022 FAMILY FUTURES HOME LEARNING

Page 1

Page 2

Page 3