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Group 1: Math

Marco Andres

Olivia V

Samuel

Leonel

Group 2: Patience

Sofia

Daniel

Santiago

Group 3: Directionality

Lucas

Nicolas

Andrea

Claudia

Micaela

Group 4: Hand Strength

Ricardo

Ariana

Juan Martin

Group 5: Letter Recognition/Attention

Amaia

Candelaria

Alana

Tehani

Juan Emilio

Olivia P.

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-Take attendance

-Morning Message

-Move your body

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How Many Drops to Fill the Dot?

SS will explore number sense and fine motor control by using droppers to fill in drawn circles with colored water. They will count how many drops it takes to fill each dot, reinforcing one-to-one correspondence, estimating, and precision in hand movement.

PQ:

How many drops did it take to fill your dot?

What happens if you squeeze the dropper too hard or too soft?

Did all the dots take the same number of drops?

DIFF:

Emerging

SS will work with larger dots and count with adult support

SS will focus on squeezing slowly and using one drop at a time

Advanced

SS will make predictions before dropping and compare results

SS will record how many drops each dot took and compare sizes

MATERIALS:

Laminated sheets with circles

Colored water

Eye droppers

Trays

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-Take attendance

-Morning Message

-Move your body

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-Take attendance

-Morning Message

-Move your body

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-Take attendance

-Morning Message

-Move your body

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-Take attendance

-Morning Message

-Move your body

-Intro to caring buddies

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SS will pick a random classmate’s name from a bag. They will then sit with that friend and draw each other, observing features and details. After drawing and labeling, each student will write their friend's name on their paper. TCHs will model how to write names and support SS in recognizing letters. This activity reinforces name recognition, fine motor skills, and relationship-building through a meaningful and cooperative task.

PQ:

What letters do you see in your friend’s name?

What colors or details do you notice in your friend’s face?

How does it feel to draw someone and write their name

Materials:

Name cards

Bag for name drawing

Sketchbook

Pencils and colored pencils

Diff:

Emerging: SS will trace their friend’s name from a model.

Advanced: SS will write their friend's name independently and add labels (words) about them on the drawing.

Exit ticket:

Show your drawing and tell us the name of your friend.

What did you notice while drawing your friend?

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Number Formation Stations

SS will review how to write numbers through whole group practice on individual whiteboards. After the review, SS will rotate through four hands-on stations to reinforce number formation using different textures and tools. Each station will support fine motor skills, number recognition, and multisensory learning.

PQ:

What number are you practicing?

How do you know where to start your number?

Which station helped you remember how to write the number?

DIFF:

Emerging

SS will work with a smaller set of numbers (1–5) and use visual guides

Advanced

SS will practice numbers beyond 6

SS will be encouraged to build or trace two-digit numbers

MATERIALS:

Station 1: Playdough, number mats

Station 2: Dry-erase tracing sheets, markers

Station 3: Tangram pieces, number outlines

Station 4: Sand trays

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SS will build CVC words and their own names using linking cubes labeled with letters. They will choose a word card or name card, find the matching letter cubes, and connect them in the correct order to form the word. This activity supports phonemic awareness, sound blending, and fine motor development.

PQ:

What word or name did you build?

What letters did you use?

How do you know the letters are in the right order?

DIFF:

Emerging

SS will build simple words or names with picture and letter support

Advanced

SS will build several CVC words and explore changing sounds to make new words

SS will write the words they built in their journals

MATERIALS:

Linking cubes with letters

CVC word cards with pictures

Name cards

Advanced: Journals

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SS will be introduced to the new letter chunk L I T through a whole group activity. The teacher will present each letter one at a time, modeling the name and sound of each. SS will practice saying the sounds aloud and will help create a sound chart on the board by brainstorming words that start with each letter. After, they will go on a hunt around the class to find the letters and word for the word wall. To end the activity, SS will go to their journals to draw and write one word or object for each letter (L, I, T), practicing early phonics and vocabulary through drawing and labeling.

PQ:

What sound does each of these letters make?

Can you think of a word that starts with L, I, or T?

MATERIALS:

L, I, T magnetic letters

word list for sorting

Journals

Pencils and colors from the caddy

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Early Learning Goal

Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly, and others are phonetically plausible.

Letter Assessment (assess all letters)

Links sounds to letters, naming and sounding the letters of the alphabet

CHUNK:  H E F (upper and lowercase)

Recognizes letter sounds

Recognizes letter names

Gives meaning to marks they make as they draw, write and paint.

Links sounds to letters, naming and sounding the letters of the alphabet

Early Learning Goal

Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.

Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books.

build vocabulary by noticing new words, discussing word meaning on a visual structure, and collecting the words they encounter in books

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In small groups, SS will build a bridge using toothpicks, marshmallows, popsicle sticks, and tape. The bridge must be able to support a small object (an eraser, toy car, or small block). SS will be encouraged to work as a team, listen to each other, and solve problems together. After completing the bridge, each group will test its strength and reflect on what worked well and what they could improve.

PQ:

How did you decide what your bridge would look like?

What was easy or hard about working as a team?

What did you learn about building something strong?

Materials:

Toothpicks

Marshmallows

Popsicle sticks

Tape

Small object to test (eraser, small toy)

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You probably remember doing the classic marshmallow and toothpick building challenge in middle school. You know the one, where the teacher passed out a bag of 'mallows and box of toothpicks with the challenge of creating the tallest tower in one class period. I know it was one of my favorite end of the year activities in math class. But as a preschooler, I never did anything like this. I ate marshmallows, but that was about it. The thing is, this creative building challenge can be just as educational for preschoolers as it is for middle schoolers!

Supplies:

So my preschooler saw me setting this activity up and was chomping at the bit to get into it! We briefly talked about building tall towers and how sturdy bases are necessary for giving them their height, but he was more interested in learning those lesson in a hands-on way (which is perfect because hands-on learning is always more meaningful than a lecture. Preschoolers get that 🙂
Read: 30+ Clever Activities that use Marshmallows
We started by building simple shapes for the base- squares and triangles. (The added benefit of this challenge is the fine motor work preschoolers get from pinching those marshmallows and sticking toothpicks in them!)
Read: Make a Simple Marshmallow Tinker Tray!
After building a few shapes for the base, we moved onto connecting them to form a wider base (a building principle we learned while tower building is a wide base is a sturdy base).

Then we built up. This was waaayyyy cool for my preschooler! He went from making flat two dimensional shapes to combining them to form 3-d structures! At this point he stopped worrying about height and started paying attention to design. He was intrigued with how the shapes became something completely new when they connected together!

The challenge evolved into more of an artistic expression than mathematical challenge. Which is beautiful, because engineering can also be appreciated as an art form with the right mindset! I fully embraced this new task of making art with the toothpicks and marshmallows, because I know it was just as educational for him as building a tall tower would have been.
Read: Build and Measure Preschool Center
In the end our structure never made it past the first floor, but we still enjoyed the opportunity to design and create geometric art. And since we only snacked on a few marshmallows during the building stage, we still have half a bag left to continue the challenge later this week 🙂 Maybe next time he'll want to explore building for height a little bit more!

Try building marshmallow towers with your kids. Will they be more intrigued with artistic design or with the challenge of height?

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Marshmallow and Toothpick Building Challenge - Munchkins and Moms

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You probably remember doing the classic marshmallow and toothpick building challenge in middle school. You know the one, where the teacher passed out a bag of 'mallows and box of toothpicks with the challenge of creating the tallest tower in one class period.

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SS will practice paying attention to their breathing by counting each breath. They’ll use the numbers as an anchor to stay calm and focused. If a thought comes, they’ll learn to notice it and gently come back to counting from 1. This helps them feel more in control and present.

Strategies to Use in the Session:

Sit quietly and breathe in and out slowly.

Count each breath up to 10 (inhale 1, exhale 2…).

Start again at 1 if you lose count.

Notice thoughts like clouds passing by.

Use fingers or small objects to help count.

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Session #1: We are all Writers!

SS will recognize themselves as writers and begin to express what they know using drawings and beginning words. They will learn that writing is a way to teach others and will start developing routines and habits of writing workshop.

TCH will show SS some books and will Highlight key parts:

Author – the person who writes the book

Illustrator – the person who draws the pictures

Front and back cover, pages, and illustrations

TCH will explain that all of these books were made by writers, people with ideas who put them on paper. SS will discuss what it means to be a writer and what writers do.

Tell SS:

“This year, you will become writers too! Every day, you’ll have special time called Writing Sessions, where you will make your own books using pictures and words.”

Teaching Point: “Writers write to teach people what they know. You can do that too. You think about something you know, and then with drawings and writing, you put what you know on the paper.”

“What do I know about what I can teach other people?” “I could write to teach people about dogs, because I have a dog and I take care of her. That's it, I'll write about my dog!”

Writing Activity

SS will think about a topic they know and could teach someone about, and then turn to a peer to share their idea. After discussing, SS will use their journals to create their writing piece.

SS will be encouraged to begin to work independently, using the anchor chart (Things Writers Can Teach About) as a visual reference.

PQ:

What do writers do?

What do you know that you could teach someone?

What picture could you draw to help someone understand your idea?

How can we show that we are working like writers?

Materials:

Anchor charts: Things we can draw about, alphabet

Journals

Individual Bags with writing material

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SS will read simple sentences and match them to the correct pictures, reinforcing reading comprehension, sight word recognition, and sentence structure. This activity supports early literacy by helping SS connect written language to visual meaning.

PQ:

What did your sentence say?

How did you know which picture matched your sentence?

What helped you read the sentence?

DIFF:

Emerging

SS will focus on identifying key words in the sentence

Advanced

SS will read independently and explain their picture choice

MATERIALS:

Sentence strips with simple sentences

Picture cards

Clipboards or trays for sorting

Advanced: journals for sentence writing extension

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SS will practice paying attention to their breathing by counting each breath. They’ll use the numbers as an anchor to stay calm and focused. If a thought comes, they’ll learn to notice it and gently come back to counting from 1. This helps them feel more in control and present.

Strategies to Use in the Session:

Sit quietly and breathe in and out slowly.

Count each breath up to 10 (inhale 1, exhale 2…).

Start again at 1 if you lose count.

Notice thoughts like clouds passing by.

Use fingers or small objects to help count.

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Early Learning Goal

Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.

Number Assessment 1-20

Rote counting up to 20

Use concrete material to create sets with given numbers of objects to 20

Use numbers to represent quantities to 20

Represent numbers (dice, tally, ten frame, cardinal, objects)

Ten Frame

Recognize and creates patterns

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SS will practice paying attention to their breathing by counting each breath. They’ll use the numbers as an anchor to stay calm and focused. If a thought comes, they’ll learn to notice it and gently come back to counting from 1. This helps them feel more in control and present.

Strategies to Use in the Session:

Sit quietly and breathe in and out slowly.

Count each breath up to 10 (inhale 1, exhale 2…).

Start again at 1 if you lose count.

Notice thoughts like clouds passing by.

Use fingers or small objects to help count.

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SS will practice paying attention to their breathing by counting each breath. They’ll use the numbers as an anchor to stay calm and focused. If a thought comes, they’ll learn to notice it and gently come back to counting from 1. This helps them feel more in control and present.

Strategies to Use in the Session:

Sit quietly and breathe in and out slowly.

Count each breath up to 10 (inhale 1, exhale 2…).

Start again at 1 if you lose count.

Notice thoughts like clouds passing by.

Use fingers or small objects to help count.

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Students will develop empathy and social awareness by reflecting on acts of kindness. Using their sketchbooks, SS will draw a moment during the day when they showed care to their Caring Buddy. They will be encouraged to add details such as setting, facial expressions, or objects involved. After drawing, they will label and and share what they drew.

PQ:

What did you do that made your Caring Buddy feel happy or safe?

How did you know your Caring Buddy felt cared for?

What could you add to your drawing to show more about what happened?

Diff:

Emerging: label only with the initial letter

Advanced: Will be challenged to write short sentences to accompany their drawings.

Materials:

Sketchbooks

Pencils

Colored pencils

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SS will practice paying attention to their breathing by counting each breath. They’ll use the numbers as an anchor to stay calm and focused. If a thought comes, they’ll learn to notice it and gently come back to counting from 1. This helps them feel more in control and present.

Strategies to Use in the Session:

Sit quietly and breathe in and out slowly.

Count each breath up to 10 (inhale 1, exhale 2…).

Start again at 1 if you lose count.

Notice thoughts like clouds passing by.

Use fingers or small objects to help count.

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SS will review beginning sounds for the letters H, E, F, L, I, and T by cutting out printed pictures of objects that start with those letters. This activity provides cutting practice to strengthen fine motor skills. After cutting, SS will sort and paste the pictures onto a large class chart labeled with each letter. Then, they will label each object by stretching out the sounds and writing the word next to the picture, reinforcing phonics, handwriting, and sound-letter correspondence.

PQ:

What sound does your picture start with?

How do you know where it belongs on the chart?

What sounds do you hear when you stretch out the word?

DIFF:

Emerging

SS will label using initial sounds or copy the word

Advanced

SS will write full labels independently and stretch out each word

MATERIALS:

Printed picture cards (objects starting with H, E, F, L, I, T)

Large chart paper with letter headings

Scissors and glue

Pencils and colors from the caddy

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Check out this design designed by MariaJose Aguirre.

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Early Learning Goal

Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.

Explore, Recognize, and Identify HFW (I, CAN)

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SS will follow a step-by-step process to create an animal using dough. They will roll, shape, and assemble parts like the body, head, legs, and details, using their fingers and simple tools. This activity reinforces fine motor control, sequencing, and creative expression as SS bring their animal ideas to life.

PQ:

How will you shape the body and the head?

What parts does your animal need?

DIFF:

Emerging

SS will use pre-rolled shapes if needed for easier assembly

Advanced

SS will add extra features like patterns or textures using tools

SS will describe the parts of their animal and how they made them

MATERIALS:

Dough

Dough tools (toothpicks, straws, small rollers)

Trays

Step By Step

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Easy Clay Art Insects | Miniature Lady Bug Caterpillar Earthworm | Play Dough Bugs | Simple Tutorial

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Early Learning Goal

Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.

Posture

Pencil grip

Self portrait

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Count and Match with counters

SS will practice one-to-one correspondence, number recognition and fine motor skills by counting small counters and placing the correct quantity on top of number cards. Each SS will select a number card, count the matching number of counters, and place them in the corresponding space using tweezers

PQ:

What number did you choose?

How many counters do you need to match that number?

How can you double-check your counting?

DIFF:

Emerging

SS will work with numbers 1–5 and count aloud with adult support

SS will use fingers or number lines to help count

Advanced

SS will work with numbers beyond 10

MATERIALS:

Number cards

counters

Tweezers

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Early Learning Goal

Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and

plants and explain why some things occur and talk about changes.

Predictions and observation

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SS will strengthen visual discrimination, attention to detail, and critical thinking by participating in a “Find the Differences” activity. SS will observe two similar images side by side and look carefully to spot the differences. They will circle or mark the changes they notice, then share with a partner using the Think-Pair-Share routine to promote collaborative thinking.

PQ:

What do you notice when you look at both pictures?

What is something that looks different?

What did your partner see that you didn’t notice at first?

DIFF:

Emerging

SS will work with fewer and more obvious differences with visual prompts

Advanced

SS will work with more detailed images and record the number of differences found

MATERIALS:

Printed “Find the Differences” worksheets (2 similar images per page)

Pencils or colors from the caddy

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Early Learning Goal

Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with color, design, texture, form and function.

Tinkering and Design

Manipulates and interacts with materials and their utilities (Tinker)

Repeats different actions to improve results

Creates with no instruction by tinkering with materials

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SS will strengthen their hand and finger muscles by manipulating hard slime, using squeezing, stretching, pinching, and pulling movements. This sensory activity supports fine motor development, hand strength, and coordination—all essential for writing and self-care tasks.

PQ:

What does the slime feel like when you squeeze it?

How can you stretch or pull it in different ways?

What part of your hand are you using the most?

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Early Learning Goal

Children play cooperatively, taking turns with others. They take account of one another’s ideas about how to organize their activity. They show sensitivity to others’ needs and

feelings, and form positive relationships with adults and other children.

Caring

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What was your favorite activity?

At the end of the week, SS will reflect on one Flag Time activity they enjoyed or found challenging and will represent their experience through drawing and simple writing. By revisiting their learning process, SS will develop metacognitive awareness and begin to identify personal progress, goals, and emotions related to learning. This helps foster self-assessment, ownership, and a growth mindset.

Skill:

Self-reflection and self-assessment

Expressive drawing and writing

Emotional awareness and goal setting

Materials:

Journal

Reflection Slide

Caddies

Sentence starters (e.g., “I liked…”, “It was hard when…”, “Next time I want to…”)

visuals/icons for feelings and activities for emerging writers

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Dragon's love tacos - Session 1

Students will observe the front cover and make predictions about the story based on visual clues and prior knowledge.

Description:

Before reading the book, students will closely examine the front cover. They will engage in elbow-partner discussions to predict the storyline, identify familiar elements (like dragons and tacos), and make connections to prior knowledge or classroom content. Their predictions will be recorded on a class thinking web or chart paper.

PQ:

What do you see on the front cover?

What do you think the story will be about?

Have you ever eaten tacos or heard about dragons before? What do you know about them?

DIFF.

Emerging:

Use visual prompts (taco, dragon images) to support vocabulary.

Provide sentence starters: “I see a…”, “I think it will be about…”.

Partner them with more verbal peers for elbow discussions.

Advanced:

Encourage more detailed predictions: “I think the dragon will…”

Invite them to justify their predictions with evidence: “Because I see…”

Allow them to lead group sharing or scribe peer predictions on the chart.

Materials:

Dragons Love Tacos book

Chart paper or whiteboard

Markers

Vocabulary cards

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Kahoot Letter Review: H E F L I T

Learner Ambition: Collaborative- I can interact with lots of different people. I can take turns and share my ideas with others.

SS will work in small teams to play a Kahoot game that reviews the letters H, E, F, L, I, and T. Each question will ask SS to identify letter names, match beginning sounds to pictures, or choose the correct lower case letters. Before selecting an answer, SS will use the Think-Pair-Share routine to talk through their ideas with a partner or their group. This promotes collaboration, communication, and shared reasoning while reinforcing early phonics knowledge.

PQ:

What did you and your partner think the answer was?

What helped your team agree on an answer?

What idea did your partner share that helped you?

MATERIALS:

Kahoot quiz with letter and sound recognition questions (H, E, F, L, I, T)

Ipads

Visual letter cards and sound cards for support

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Description:
SS will deepen their understanding of numbers and quantities by engaging in a multi-step activity that includes counting objects in a ten-frame, identifying the numeral, writing the number, tallying it, and building it using manipulatives. This activity supports number sense development through visual, tactile, and symbolic representations, helping SS connect concrete quantities with abstract symbols.

Skill:

Number recognition

Counting and one-to-one correspondence

Symbolic representation (numeral, tally, ten-frame)

Fine motor and visual organization

Materials:

Dry-erase mats with sections for: Count It, Find It, Write It, Tally It, and Make It

Ten-frame counting cards

Mini animal counters or other manipulatives

Dry-erase marker

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Description:
SS will work on building focus and persistence by putting together a simple puzzle. As they find and connect the right pieces, they will practice visual problem-solving, hand-eye coordination, and patience. SS can start with puzzles that have fewer pieces and gradually try more challenging ones as they gain confidence and skill.

Skill:

Visual discrimination and spatial reasoning

Fine motor coordination

Focus, perseverance, and turn-taking (if in pairs)

Objective:
SS will complete a puzzle by identifying, rotating, and connecting pieces to form a complete picture, building concentration and problem-solving skills through hands-on play.

Materials:

Age-appropriate puzzles (6–12 pieces for beginners)

Tray or mat for puzzle building

Optional: picture reference of the finished puzzle

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SS will build fine motor strength and number sense by stretching small rubber bands and placing them onto numbered craft sticks. Each stick has a number written on it, and SS will count and match the correct quantity of bands. This activity supports finger control, coordination, and numeral-quantity matching through a fun and tactile challenge.

Skill:

Fine motor development (pincer grasp and coordination)

Number recognition and counting

One-to-one correspondence

Objective:
SS will stretch and place the correct number of rubber bands onto numbered sticks to strengthen counting skills and hand muscle control.

Materials:

Wooden craft sticks labeled with numbers (1–10)

Small colorful rubber bands

Optional: tray or mat for work area

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Description:
SS will strengthen number formation and directionality by first using a reference card to trace or copy numbers with correct orientation. Then, they will write numbers on a whiteboard using visual memory. Finally, SS will roll one or two dice and write the number(s) they roll, reinforcing numeral writing through repetition and playful engagement. This activity helps prevent number reversals by supporting muscle memory, visual guidance, and multiple modes of practice.

Skill:

Number formation and directionality

Visual-motor coordination

Number recognition and recall

Objective:
SS will copy and independently write numbers 1–6 with correct directionality by using a visual reference and applying the skill through dice-generated number practice.

Materials:

Number directionality reference card (with arrows or highlighted starting points)

Whiteboard and marker

One or two dice

Eraser or tissue

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Group 5: Letter Recognition/Visual Memory

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Group 5: Letter Recognition/Visual Memory

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Letter Match Memory Game

Description:
SS will strengthen letter recognition and visual memory by playing a memory-style matching game. They will take turns flipping over two cards at a time, trying to find matching pairs of uppercase and vocabulary. This activity helps SS connect upper- and lowercase forms while developing attention, turn-taking, and recall skills through playful repetition.

Skill:

Uppercase and vocabulary recognition

Visual memory and attention

Turn-taking and social interaction

Objective:
SS will match uppercase and vocabulary letter pairs in a memory game to improve recognition of letter forms and develop visual memory through focused practice.

Materials:

Letter cards: one set with uppercase letters, one with lowercase letters (matching font and color or mixed for challenge)

Small mat or quiet table space

Optional: self-check visual reference (alphabet chart)

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Speed: Andy, Mica, Alana

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Number Bingo

SS will play a whole group number bingo game to reinforce number recognition, listening skills, and one-to-one correspondence. Each SS will receive a bingo card with numbers. As numbers are called out, SS will mark them using translucent chips. The game will continue until someone fills the entire card.

PQ:

What number did you hear?

Can you find that number on your card?

What numbers are close to getting bingo?

DIFF:

Emerging

SS will receive verbal and visual support

Advanced

SS will have numbers and representations in their cards.

SS will play with numbers 1-15

MATERIALS:

Number bingo cards (varied sets based on skill level)

Translucent chips or counters

Number cards or spinner for calling numbers

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SMART GOAL: Teamwork

Metacognition: Learner Ambition: Collaborative. Think. Pair. Share

SS will be introduced to the concept of teamwork through a class discussion and teacher modeling of what it looks and sounds like to collaborate. Using the Think-Pair-Share routine, SS will reflect on what it means to work together, talk with a partner about good team behaviors, and then share their ideas with the whole class. In small groups, SS will choose or be assigned one teamwork behavior (e.g., listen, help, take turns) and draw that step. The drawings will be put together to create a “Working as a Team” class checklist to display and refer to during collaborative tasks.

PQ:

What does it mean to be part of a team?

How can we help each other work together?

What idea did your partner share that helped you think differently?

MATERIALS:

Chart paper and sentence strips

Pencils and colors from the caddy

Paper for each group to draw their step

EXIT TICKET:

Share your group’s drawing and say what teamwork step it shows.