Monday, February 24, 2014

Opposites: Part 3

For our third Opposites study we used pgs 132-143 in the Comprehensive Curriculum of Basic Skills for Preschool.

First, we read the book Quiet, Loud by Leslie Patricelli. After, we looked for some of the items in the book to see for ourselves how quiet and loud they were! So for quiet we gathered a pillow, teddy bear, books and crayons. They are quiet indeed! And for loud, J did some screaming, burping, singing, sneezing, banging pots & pans and acting like a monkey, dog, rooster, firetruck! Phew! My ears are still ringing!

Secondly, we emptied out two bins and sorted toys that were quiet and loud. J initially wanted to sort them by hard and soft since we did that a few lessons ago, but soon saw that some soft toys were also loud if they crinkled or made sounds. 

Opposites: Part 2

For our second Opposites study we used pgs 122-131 in the Comprehensive Curriculum of Basic Skills for Preschool.

We read the book Opposites by Sandra Boynton then we headed to the playground and practiced our opposites! I gave J the first word to demonstrate and she had to tell me the opposite and demonstrate that as well. Over the playscape/ under the playscape, down the slide/ up the slide, high on the swings/ low on the swings, Up on the monkey bars/ down from the monkey bars, heavy/ light on the see saw, run fast/ go slow, etc.

Thursday, February 6, 2014


For our first Opposites study we used pgs 113-121 in the Comprehensive Curriculum of Basic Skills for Preschool. 

First, I emptied out two toys bins and designated one for soft toys and one for hard toys. If you are working on reading as well, you can go ahead and put "soft" and "hard" signs on your bins. Once you have your bins, let your kiddo collect things until they're sick of the game! J actually ended up doing this one for a really long time plus she made a pile in between the two bins for items that were both soft and hard! Bonus!

For our second game we basically did a Simon Says with Opposites. Go "in" the bedroom (have them go) then ask "what's the opposite of in?" "Out!" "Out" of the bedroom (have them go out). Keep going: "Under" the table/ "over" the table, find a "big" stuffed animal/ find a "little" stuffed animal, find a "loud" toy/ find a "quiet" toy, stand "up"/ sit "down", "open" the door/ "close" the door, this wash cloth is "dry"/ now get it "wet", turn lights "on"/ turn lights "off", etc.