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Joyful Heart Character
4's Curriculum
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The following are descriptions and printables for some of the activities used within the Joyful Heart Character Curriculum....
- Planning
- Bible and Character
- Literacy
- Math
- Science
- Exercises
Bible Memory Options
Character Traits To Explore
Character Trait Tune Charts
Phonemic Awareness
Phonemic Awareness Activities
Rhyme Time Activities
Predicatble Story Books
Phonics
Focus Letter Review
Sound Activities
Beginning Reading
Sight Word Booklets
Decoding Practice
Writing
Morning Message
Kidwriting/Writing Notebooks
Listen and Trace Sheets
Calendar Binder
Pattern for the Month
Hands On Skill Focus
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Bible and Character
There is one suggested memory verse that coordinates with the character trait being studied each week. These are located on the back of the Character Trait Tune Charts. However, there are several choices when determining what your child should memorize. Maybe you wish for all members in your home to memorize one verse or passage of Scripture together. Or, your child may have a required verse to learn for his/her Sunday School class, AWANA, or Pioneers program. Please choose what you feel would be best for your child and your family's circumstance.
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The following character traits are emphasized in the Joyful Heart Character Curriculum...
Attentive, Obedient, Content, Forgiving, Honest,
Patient, Loving, Orderly, Respectful, Courageous,
Servant Hearted, Responsible, Compassionate, Thankful,
Self Controlled, Teachable, Generous, Humble, Prayerful,
Modest, Joyful, Kind, Dilligent, Faithful,
Full of Faith, Peacemaker, Discerning
As Christians, we desire to exhibit traits that reflect Christ. We can train and instruct our children in these traits, but without the indwelling of the Holy Spirit, they will be powerless. As you teach the character traits, pray that God will help your children understand that they are sinful and in need of a Savior, that He would stir in your children a desire to live for the glory of God, that they would accept Jesus as their own Savior, and invite the working of the Holy Spirit Children need God, not just good morals and character traits to follow! Use Bible stories to point them to God. The stories in the Bible, the characters, the events - - ALL point to God. So in addition to studying the character traits exhibited by the people of the Bible, also make sure to take time to think about and discuss what the stories reveal about the character of our Lord. Children will learn that He is all knowing, all powerful, faithful, loving, gracious, attentive, eternal, and much more!
The Joyful Heart Character Trait Tune Charts are listed below and are meant to be printed double sided. The front side of each chart contains the name of the character trait being focused on, a related visual cue, and words to the song. The back side contains a definition of the character trait, a possible Bible memory verse related to the trait, related Bible verses to read and study, and lists one or more related Bible characters or stories from the Bible that could be read during the week. I would suggest printing each tune chart, placing each one in a page protector, and binding them in a three ring notebook binder.
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Related fictional stories and a craft or activity can be seen on the scope and sequence sheets to correspond to each character trait as well.
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All Joyful Heart Character Trait Tune Chart songs are set to the familiar tune of 'If You're Happy and You Know It'.
If You're Attentive and You Show It
If You're Compassionate to Others
If You're Content and You Show It
If You're Courageous and You Show It
If You're Diligent
If You're Discerning and You Show It
If You're Faithful and You Show It
If You Forgive and You Show It
If Your Life is Full of Faith
If You're Generous and You Show It
If You're Honest and You Show It
If You're Humble and You Show It
If You're Joyful and You Show It
If You're Kind and You Show It
If You're Loving and You Show It
If You're Modest
If You Obey and You Show It
If You're Orderly and You Show It
If You're Patient and You Show It
If You Seek Peace and Pursue It
If You're Prayerful and You Show It
If You're Respectful
If You're Responsible and You Show It
If You Use Self Control
If You Have a Servant Heart
If You're Teachable and You Show It
If You're Thankful and You Show It
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Literacy
- Use hands to clap, snap, or tap each syllable.
- Use instruments to count syllables. (drums, maracas, rhythm sticks)
- Use a 'syllable shaker' (film canister with rice) to shake on each syllable.
- Sort pictures by the number of syllables heard in the name of each object.
- Show several pictures of items in the same rhyming/word family. Stretch out one of the words so that you are saying the onset and rime of the word. Ask your child to point to the picture and say which word he/she thinks you are saying.
- After hearing a puppet slowly say a word (broken into onset and rime), have your child say the entire word blended together.
- Use songs. Example, "Clap, clap, clap your hands. Clap your hands together. (cup-board) Snap, snap, snap these parts, snap these parts together. (cup-board) Say, say, say this word, say this word together. (Cupboard!)
- Use riddles. Example, "I'm thinking of an animal. It is a /d/ og. What am I thinking of? (Dog!)"
- Use the same activites as for blending onsets and rimes, except break words into individual phonemes (sounds).
- Use songs. For example, sing, "The sounds in the word go /h/ /a/ /t/, /h/ /a/ /t/, /h/ /a/ /t/. The sounds in the word go /h/ /a/ /t/. Can you guess this word?" (Tune: Wheels on the Bus)
Phonemic Awareness Activity (Choose 1-3 of these activities for Day 2)
Syllable Splitting and Counting Recognizing that words can be broken down into syllables and counting the number of syllables in words Blending Onsets and Rimes Blending of compound words as well as onsets and rimes Example: Phoneme Blending Blending sounds to make words Example: /c/ + /a/ + /t/ = cat
rain + coat = raincoat
/c/ + at = cat
- Oddity Tasks - For example, show three pictures and ask the following questions... "Which pictures rhyme with bat?" "Which picture does not rhyme?"
- Hop 'n Rhyme - Have your child stand, facing you. Orally say a set of words (sometimes saying two words that rhyme and sometimes not). When your child hears a word that rhymes, have him/her hop forward one time. If the words do not rhyme, have your child squat down.
- Rhyming Clues - Present your child with oral clues or riddles to solve using rhyming words. For example, "I am thinking of something that ____ that rhymes with ____. What is it?"
- Brainstorm - Say a word and see how many words your child can say that rhyme with the given word! Maybe set a timer and see how quick they can do this. Repeat and see if they can beat their time.
- Rhyming Picture Sort - Give your child several pictures and have them sort into groups according to whether they rhyme. For example, give your child pictures that are in the -at, -an, and -ap word families to sort.
- Rhyming Bingo
- Rhyming Memory - Match picture that rhyme.
- Rhyme Box - Find pairs of items that rhyme and place them in a box. Let your child match up the rhyming objects.
- Erase a Rhyme - from Jessica Meacham's Kindergarten
- Word Family Mini Booklets - Read, cut apart, staple, and reread!
Rhyme Time Activities (Choose 1or 2 of these activities for Day 3)
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Predictable Storybooks (Choose one per week.)
Choose one book to reread each day throughout the week. Try to find books that contain rhyme and/or repetition, and are predictable and inviting for children to chime in on during the reading. Use these books to encourage an enjoyment for reading! Suggested stories can be found in the scope and sequence sheets, but any engaging story can be used. You may also choose to create a cozy nook in your home for your child to listen to these books on tape.
- Sing the Joyful Heart Letter Songs - Sing the corresponding 3's letter song! Use either the Flashcards or Picture Review Sheets as you sing.
- ABC Books - Read an alphabet book such as a corresponding Sound Box book by Jane Belk Moncure.
- Letter Poems - Read a corresponding letter poem booklet such as found in Alphabet Rhymes: Reproducible Rhyme Books by Jean Warren.
- Tongue Twisters - Practice saying tongue twisters beginning with the sound you are studying!
- Sound Story - Create an oral story with words beginning with a particular letter sound. For example, "I am going on a trip and I will take a bat, a ball, a book, etc.)"
- Beginning Sound Hunt - Look for objects that begin with a particular sound.
- Oddity Tasks - Show three to five pictures and ask, "Which picture does not begin with the same sound?"
Focus Letter Review (Choose 1-2 of these activities to use each day.)
- Picture Sound Sort - Sort pictures into 2-4 groups according to beginning sounds.
- Picture Stamps - Match letters to beginning sounds of pictures on stamps or match the beginning sounds of pictures to other pictures.
- Worksheet - Circle or color pictures that only start with the focus sound.
Sound Activities (Choose 1 activity for Day 1)
- Introduce the booklet by showing your child the title page and talking about the picture, letters, and title.
- Take a picture walk, one page at a time. Talk about each picture with the child. Use the same language pattern as is found in the story. See if your child points out any letters or words and makes connections to the pictures. Introduce any new vocabulary.
- Read the book to the child, pointing to the text, as they watch and listen.
- Reread, having your child echo the sentences after you. OR Reread, pausing for your child to fill in a word based on the picture cues and letters.
- Now, hand the book to the child, and have him/her read and point. Monitor their reading as they read. Provide prompts as needed. For example, if your child pauses on a word or says the wrong word, suggest that they try to sound out the first letter and then the following letters and to look at the picture for clues. Your child will be learning to use a combination of phonics (sounding out) and context (what makes sense).
- After reading, ask your child what they did when they came to a word they did not know.
- Ask your child to tell you what the booklet was about.
Sight Word Booklets
These are the same booklets that are published on the Printable Booklets page. I have republished them here for easier access for this curriculum. They are also in a slightly different order. The Sight Word booklets are 8-10 pages in length and feature sight words or 'popcorn' words that can not always be sounded out, but beginning readers need to readily know. The booklets have a predictable format - geared just right for emergent readers. For greater practice, the booklets build upon each other, with the later booklets repeating already introduced sight words. Try to find a special basket or box for your child to store these booklets in so that they will have their own special basket of 'I Can Read' books that they can read again and again!
If you are interested, most of the books are also available in Spanish and French, courtesy of the translation work done by Marina Insausti and Kathy Jones. These are also found on the Printable Booklets page.
The Cut Aparts are to be used with the corresponding sight word booklets. The first section of the Cut Aparts help students focus their attention to print details and reinforce the skills of matching text with one to one correspondence and differentiating between letters, words, and sentences. Once cut and rearranged, students will glue these into the booklets, under the appropriate text. The bottom portion of the Cut Aparts, once cut, allows students to manipulate letters to form the sight words found within the sight word booklet. These letters can be stored in a small snack size ziplock to be reused or you may wish to have your child glue them onto a sheet of paper and then practice writing the same word next to it.
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- Have your child reread the story, pointing to each of the words.
- Say a sentence from the booklet and have your child clap or move in some way for each word in the sentence. OR Say 2-3 words from the story, asking your child to repeat them after you. Stretch out one of the words so that you are saying the sounds of the word. (For example /c/ /a/ /t/.) Ask your child to say which word she thinks you are saying. If the word lends itself, think of other words that rhyme with the word. Have your child watch as you write these words and then help read them.
- Ahead of time, cut apart the sentences from the top portion on the corresponding Cut Aparts page. Have your child read each sentence and glue it under the corresponding text in the booklet. OR Have your child read the sentence. While he/she is watching, cut it apart into separate words. Mix the words up and have your child glue it in the correct order under the corresponding text in the booklet.
- Read the story again. This time, hunt for the sight words used in the story. Make the word(s) with one of the following: letter tiles, cut letters from the Cut Aparts page, foam letters, letter stamps, magnetic letters, etc. Then, have your child write the word using markers, a Magna Doodle, fingerpaint placed in a ziplock baggies, on a dry erase board, etc.
- Reread the story.
- Have your child reread the story, pointing to each of the words.
- Say two words from the story that are alike in some way (either rhyming words or words that begin the same). Ask how they are alike. If they start the same, stress the beginning sound of each word and ask your child to think of another word that begins with that same sound. If it is a rhyming word, ask him/her to think of another word that rhymes.
- See if your child can tell you the sight words they are focusing on this week. Have them open their books again. Reread the story, letting your child use a yellow crayon or highlighter to highlight the sight word as they come to it.
- Reread the story one more time and then place it in a special book basket!
- Decodable Books - Read a decodable book such as BOB books or Animal Antics.
- Decodable Words - Write or show one decodable word at a time for your child to read.
Here is a list of words using the sequence from this curriculum....
Decoding Practice (Choose 1-2 for Day 4)
CVC Word Building List
Lesson Letter New CVC Words 3 Aa A,a 4 Mm am 5 Pp Pam, map 6 Ss sap, Sam 7 Tt at, mat, pat, sat, tap 8 Nn an, man, pan, tan, nap 9 Ll lap, pal, mall, tall 10 Ff fat, fan, fall 11 Ii I, it, in, if, fin, pin, tin, fit, lit, pit, sit, sin, Tim, lip, tip, sip, fill, mill, pill, sill 13 Hh ham, hat, has, him, hop, his, hit, hill, hall 14 Gg tag, nag, pig, fig, gap, gal, lag, gill 15 Cc cap, cat, can, call 17 Rr ram, rap, rat, ran, rag, tar, far, car, rim, rip, rig 18 Oo cot, lot, pot, tot, not, hot, rot, got, log, hog, fog, mop, top, hop, cop, on, mom 19 Dd dam, Dan, dim, dip, dig, dot, Don, dog, mad, pad, sad, tad, had, lad, dad, hid, lid, rid, did, pod, sod, Todd, nod, God, rod, doll 21 Bb bam, bat, bit, bin, tab, cab, fib, bag, big, bill, ball, bog, mob, sob, cob, rob, rib, rip, bar, dab, bad, bid 22 Ee mess, Bess, met, pet, set, net, bet, get, let, men, pen, ten, hen, Ben, den, Meg, Peg, beg, leg, sell, tell, Nell, hell, fell, bell, red, bed, led, fed, Ned, Ted, Deb 23 Jj jam, Jan, jab, jar, Jim, Jiff, jig, jot, job, jog, jet 24 Ww wall, wit, win, will, wet, web, wig, well, wed 25 Kk Kim, kit, kin, kill, kid 27 Uu hum, pup, cup, bus, Gus, nut, hut, cut, but, gut, rut, sun, nun, fun, bun, gun, run, sub, tub, rub, hub, mug, tug, hug, bug, rug, jug, dug, mud, sud 28 Vv vat, van, vet 29 Xx ox, fox, box, ax, Max, tax, fax, wax, mix, six, fix 31 Qq quit, quill 32 Yy yam, yes, yap, yak, yet, yell, may, pay, bay, lay, ray, jay, day, way, say, hay, Kay, toy, boy, Roy 33 Zz zap, zip, zit, zig, zoo, Liz, quiz
- Matching - Match CVC words to corresponding pictures
- Games - Play easy word building games such as Boggle Jr., or use the Leap Frog Word Whammer
- Worksheet - Cut out words and match them to the corresponding pictures.
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A morning message is simply a short note or message to your child. It is written while they are watching. As you write, stretch out the sounds of the words and have your child help you by listening for sounds and telling you some of the letters needed for some of the words. You may decide to write about what you are going to do today or something your child just recently accomplished. After writing the message, read the message aloud to your child. Then, have your child underline each word used in the message. Point and count the number of words used and then write the numeral in the 'Words' box on the bottom of the page. Next, have your child find and circle something you want them to focus on. You may ask them to circle sight words they know, hunt for a certain letter, circle the periods, circle the blank spaces between words, etc. For an example and a greater explanation, see More about Morning Message in a classroom setting.
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Your child will learn...
Writing has purpose and meaning.
We write left to right.
We must write letters clearly and the same way every time. (proper print formation)
Letters have sounds.
Words are made of letters.
Sentences are made of words.
We need spaces between words.
Some words are used frequently (sight words).
One to one correspondence.
Create a special writing notebook for your child. Ours are made from stapling several sheets of printer paper. It has a title page on which the author writes his/her name and then several, doublesided writing/drawing sheets that have a single line near the bottom of each page. Your child can draw on the top portion and kidwrite under the line. We date our page, draw, kidwrite, and then add smaller adult underwriting.
A more thorough explanation can be seen on the Writing Notebooks and Writing Workshop pages. There are also related links.
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The following sheets were created with the goal of providing opportunity for both printing practice and sound discrimination practice. Model how to form the upper and lowercase letter for the particular letter you are focusing on. Then, say a word that either starts with that letter sound or does not begin with the same letter sound. If the word does start with the letter on the sheet, your child should trace one of the letters in the first two lines, using proper formation. If the word you state does not start with the letter on your child's page, then he/she should put their pencil down and look at you or some other movement to signal that they do not hear the focus sound at the beginning of the word. Afer the first two lines are filled in, have your child trace and freewrite the upper and lowercase letters in the boxes. Next, have them write 3-4 of each of the upper and lowercase letters on the blank line at the bottom of the page.
You could use the sheets, as is, for purely printing practice, but the added sound discrimination practice is useful and builds in a way for your child to slow down and write more carefully instead of rushing to complete a page full of letters.
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Aa, Bb, Cc, Dd,
Ee, Ff, Gg,
Hh, Ii, Jj, Kk,
Ll, Mm, Nn,
Oo, Pp, Qq,
Rr, Ss, Tt,
Uu, Vv, Ww,
Xx, Yy, Zz
- Build a Word! - Using only letters learned so far, manipulate and combine letters to form and read 2 letter and 3 letter CVC words. (You may choose to use letter cards, tiles, lowercase magnetic letters, lowercase foam puzzle piece letters, etc.)
- Dig for Letters! - Place only letters learned so far into a tub of rice, sand, beans, etc.
Premake cards with CVC words to form with those letters. The child digs through the tub to find the letters in order on the card and places it on top of the letter. Read the word once completed. Variations:
Follow the same procedure, but have sight words on the cards instead.
Find a letter, say its name, sound, and brainstorm something that begins with that sound. - Bingo – Use with sight words, letters, CVC words, colors, shapes, numerals.
- Word Swatter - Place cards on the floor with various sight words or CVC words. Say a sight word and have your child use a fun shaped flyswatter to 'swat' the word!
Variations: Sound Swatter - Place pictures on cards. . Say a sound and have your child swat the picture that begins with that same sound. Letter Swatter – Place letters on the cards. Name a letter and have your child swat that same letter. Rhyme Swatter – Place various pictures on cards. Have your child swat a picture that rhymes with a word you state.
Word Swatter
Sight Word Cards
Color Swatter
(for younger siblings) - Matching –Use rhyming pictures, beginning sound pictures, sight words
- Uh Oh! - Have a deck of cards containing the sight words you've introduced and a simple sentence underneath. Also add a decorated card with the words 'Uh Oh!!' on it. Show the top card and have your child read it. If they need help, read the sentence below it and ask them what would make sense and have those letters. If your child answers correctly, they get to keep that card (for the duration of the game). However, if they happen to get the 'Uh Oh!' card, they have to return all of their cards! Variations: Use letters and pictures with the letters/ beginning sounds you've introduced. OR Use CVC words.
- Any ABC Tub activities
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Math
I got the idea to use individual calendar binders from Kindergarten teacher Jessica Meacham's website. She provides photos and many free printables that make it quick and easy for you to make your own binders!
Here is what is in our Joyful Heart Character for 4's Calendar Binder!
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