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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

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SS will use picture cards and alphabet stamps to form words in playdough, reinforcing letter recognition, sound blending, and early spelling skills. They will press letter stamps into flattened dough to build simple CVC words, identify the letters in each word, and read their creations aloud. This hands-on activity supports phonics and vocabulary development as SS link sounds to letters and give meaning to marks they make as they write.

PQ:

What word did you make?

What sounds do you hear in your word?

Can you build a new word by changing just one letter?

DIFF:

Emerging:

SS will build simple CVC words with visual word cards

SS will focus on initial sounds and naming letters

Advanced:

SS will build multiple words and try word families (e.g., pan, fan, tan)

SS will read the words aloud and write them in their journals

MATERIALS:

Playdough

Alphabet stamps

Word cards

Rolling pin

Journals (for extension)

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Number 12

SS will play a real-life version of the memory game to discover the new number of the week: 12. Each SS will have a picture of a character card placed on their back. One by one, SS will take turns coming to the center to find matching pairs by observing and comparing the backs of their peers. Once all pairs are matched, SS will realize that each pair has number representations (e.g., dice, tallies, fingers, numerals) that add up to 12. In pairs, they will make predictions about the new number and return to the classroom to record different representations of 12 in their journals. This activity supports the goal of composing numbers up to 12 using visual strategies, objects, and cooperative play.

METACOGNITION: COMPASSIONATE

See: What do you notice about the pairs of numbers?

Think: Why do you think these number representations were grouped?

Me: Have I seen or used the number 12 in real life?

We: How did working with a partner help us figure out the number?

PQ:

What do the matching pairs have in common?

What number do all the pairs make together?

How can we show 12 in different ways?

DIFF:

Emerging: SS will draw one simple representation of 12 (e.g., 6 dots + 6 dots).

Advanced: SS will draw two or more different ways to represent 12 (e.g., dice, number bonds, fingers, tens and ones).

MATERIALS:

Character picture cards with number representations on the back

Journals and drawing materials

EXIT TICKET:

SS will share one way to make 12 using two parts.

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“Our Class is a Family”
by Shannon Olsen
Strategy Focus: Belonging, Text-to-Self Connection, and Classroom Community Norms
Part 1: Read book (Story Time)
Begin by looking at the cover and title together. Ask students what a family does for each other and what it might mean for a class to be like a family. As you read, pause to highlight phrases or pictures that show kindness, support, and teamwork.

Part 2: Mini Lesson
Students will identify ways they contribute to a positive classroom community and relate examples from the story to their own classroom behaviors and relationships. After reading, co-create a class anchor chart titled “In Our Classroom Family, We…” where SS generate examples of how they can be supportive and caring to each other.

METACOGNITION: COMPASSIONATE

SEE: Look at the faces of the characters in the book. What do you notice?

THINK: What are some things families do that make people feel loved or safe?

ME: What do you do to help someone in our classroom feel included or happy?

WE: How can we make sure everyone feels like part of our class family every day?

PQ:

What makes this classroom feel like a family?

How do the students in the story help one another?

What can you do to make our class feel safe, fun, and kind?

DIFF.

Emerging: Match or draw pictures of helping actions (e.g., sharing, listening, inviting to play). Use sentence starters like “I help my class family by…”

Advanced: Write and illustrate a personal example of a time they helped a classmate or felt included.

MATERIALS:

Our Class is a Family by Shannon Olsen

Chart paper: “In Our Classroom Family, We…”

Markers, crayons, pencils

Blank paper for drawing or writing

EXIT TICKET:

One way I can help our classroom family is __________.

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Lucy Calkins

SS will learn to stretch out words to hear and write the sounds, just like Mole does in the book Dangerous by Tim Warnes. TCH will read the story aloud and highlight how Mole uses labels to explain the world around him. After the story, TCH will show a drawing without any labels and pretend not to understand it, prompting SS to think about how labeling helps communicate ideas. Then, TCH will model how to stretch out a word slowly and label it. SS will then create their own labeled drawings, applying sound-letter knowledge and developing phonemic awareness.

activity steps:

TCH reads Dangerous aloud and discusses Mole’s love for labeling.

TCH shows an unlabeled drawing and says, “Hmm… I’m not sure what this is. There are no labels!”

SS share ideas on how to help others understand drawings.

TCH introduces the teaching point: “Writers stretch out words and use sounds to label like Mole.”

TCH models with a drawing (e.g., monster or playground), stretches out a word slowly (e.g., t-a-i-l), and writes it.

SS help label another part of the same drawing together.

TCH links: “Now you’ll create your own drawing and label the parts just like Mole.”

SS draw an object, animal, or scene and stretch out 2–3 words to label.

SS will share and read their labels with a partner at the end.

METACOGNITION: COMPASSIONATE

See: What do you notice about Mole’s labels in the story?

Think: Why does labeling help other people understand your ideas?

Me: Have you ever made a drawing someone didn’t understand?

We: How can labeling help your classmates, teachers, or family understand what you mean?

PQ:

Why did Mole love labeling everything?

What do we do when we don’t know how to spell a word?

How does stretching a word help us write it?

DIFF:

Emerging: SS will draw and write the first sound for 2 parts.

Advanced: SS will write full labels and add a short sentence using familiar HFWs.

MATERIALS:

Dangerous by Tim Warnes

A shared drawing with no labels

Rubber band for sound-stretching demonstration

Class name chart or sound wall

Writing paper or journals

Pencils and crayons

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SS will be introduced to the letter K through a mystery object hunt. First, they will receive picture clues (e.g., a kite, a key, a kangaroo) and make predictions about what sound or letter these objects might have in common. Then, they will go on a hunt in the hallway to find hidden objects or images that begin with the letter K. After gathering the items, SS will return to class to discuss the clues and identify the new letter. They will then draw and label objects that begin with the letter K in their journals. This activity supports letter recognition and the connection between spoken and written language.

METACOGNITION: COMPASSIONATE

See: What do you notice about the objects you found?

Think: What letter do you think they all start with?

Me: Can you think of anything you own or use that starts with this letter?

We: Why is learning letters important for everyone in our classroom?

PQ:

What sound do these words begin with?

What letter makes that sound?

What other words can you think of that begin with K?

DIFF:

Emerging: SS will draw and label using the initial letter only.

Advanced: SS will write full words using phonetic spelling and attempt to write a sentence.

MATERIALS:

Hidden letter K objects or image clues in hallway

Journals and writing tools

Letter of the Week wall

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HFW - Have

SS will participate in a classroom scavenger hunt where they will work in teams to find four hidden objects. Each object will be labeled with one of the letters from the word HAVE. As teams collect the letters, they will discuss and make predictions about what word they can form. Once all teams have discovered the word HAVE, TCH will guide a short discussion on its meaning and usage. Then, SS will go to their journals and write about things they have, using the sentence frame “I have a…” This activity supports the goal of recognizing high-frequency words, building vocabulary, and developing sentence structure through teamwork and prediction.

METACOGNITION: COMPASSIONATE

See: What do you notice about the letters you found?

Think: How did you figure out what word they made?

Me: What is something special that I have?

We: How did your team help you find and solve the word together?

PQ:

What letters did you find?

What word do you think they form?

What does the word HAVE mean?

DIFF:

Emerging: SS will draw and label one object they have.

Advanced: SS will write two sentences using the word HAVE and describe their object.

MATERIALS:

4 labeled objects (H, A, V, E)

Scavenger hunt clue cards or hiding spots

Journals and writing tools

EXIT TICKET:

SS will write or say one sentence using the word HAVE.

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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.

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

CHUNK:  H E F L I T U D P B A M N (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

Hears, says and writes the initial sound in words.

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 an visual structure, and collecting the words they encounter in books

Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories.

Recognizes rhythm in spoken words

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SS will practice number formation, directionality, and number word recognition through 4 interactive stations. Each station will reinforce a specific number concept using engaging materials and hands-on strategies. This activity supports number sense development and fine motor control through movement, manipulation, and visual cues.

METACOGNITION: COMPASSIONATE

See: What do you notice about how numbers are written or shown in each station?

Think: Which way should your marker go when you make a number?

Me: What helps you remember how to make or read a number?

We: How do numbers help us solve problems in school and life?

PQ:

What helps you remember how to make each number?

How do we know when a quantity matches a number word?

What tools can we use to check if our number is correct?

STATION DESCRIPTIONS:

Station 1: SS will match number words and numerals using geoboards and rubber bands.

Station 2: SS will practice forming numbers using markers and laminated sentence strips, focusing on top-to-bottom directionality.

Station 3: SS will use popsicle sticks to create tally marks that represent given numbers.

Station 4: SS will complete ten frame templates to show numbers with counters, reinforcing visual representation and quantity.

DIFF:

Emerging:

SS will work with numbers up to 5 and match using visuals for support.

Advanced:

SS will include lowercase number words, form numbers up to 10, and represent them with tallies and ten frames independently.

MATERIALS:

Geoboards and rubber bands

Sentence strips and markers

Popsicle sticks

Ten frame templates and counters

Laminated number word/numeral cards

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Crack the Code: HFW Sentence Center

SS will use picture codes made of HFW symbols and images to write simple sentences. After cracking each sentence, SS will draw and label the picture using phonetic spelling. This activity supports reading comprehension through visual decoding, builds sentence structure, and strengthens phonemic awareness and labeling. It reinforces high-frequency word fluency and writing sentences using correct word order.

PQ:

What high-frequency words do you see in the code?

What do you think the sentence is saying?

What sound does the object start with?

DIFF:

Emerging: SS will decode short sentences with 2–3 words and get support for labeling the object.

Advanced: SS will write an extended sentence and label more parts in the picture using phonetic spelling.

MATERIALS:

Picture-based HFW sentence strips

Recording sheets or journals

Pencils and crayons

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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.

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

Compose and decompose numbers up to 10 into pairs in more than one way using manipulatives

Recognize number words (zero, one, two, three)

In practical activities and discussion, beginning to use the vocabulary involved in changing quantity

Classify objects by attributes

Classify objects and count the number of objects in each category

Uses positional words to describe creations

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CC will reinforce their gross motor skills by transferring balls with objects of letters AMN into the correct basket using their feet . After completing the task, they will count, compare, and record how many balls they collected. This activity encourages children to coordinate movements, observe quantities and to-one correspondence.

Materials:

Balls or objects

Baskets

Prompt Questions:

What happens if you try a different way to carry them?

What was the hardest part of moving the balls? What helped you?

How did your body feel while doing the activity?

Differentiation:

Encourage counting aloud with the teacher or peer to reinforce number words. (low)

Focus on just transferring balls from one spot to another before counting. (low)

Use smaller balls or varied sizes to challenge fine motor skills.

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What did you learn?

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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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, SEE, A, LIKE, TO, MY, THE, HAVE)

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SS will use step-by-step shape-based drawings to create a pop art-style image. First, they will follow visual guides to draw an object or figure using basic shapes. Then, they will use watercolor to paint their drawing with vibrant colors. Finally, they will add details using paint and cotton swabs to make dotted textures, exploring the visual style of pop art. This activity supports creative expression through the use of shapes and color, while strengthening fine motor skills and artistic decision-making.

PQ:

What shapes did you use to make your drawing?

How can you add details to make it more expressive?

DIFF:

Emerging: SS will trace and color the shapes with guidance.

Advanced: SS will create their own shape-based design and add layered dot patterns independently.

MATERIALS:

Step-by-step shape drawing templates

Watercolors and brushes

Paint and cotton swabs

White paper

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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.

Sessions:

1. We are all writers

2. When we are done we have just begun (labeling)

3. Carrying on independently as writers

4. Writers call to mind what they want to say, then put that onto the page

5. Stretching out words to write them

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CC will take linking chains from a sensory bin and connect the links to build chains of different lengths. After creating their chains, they will count the number of links in each chain and then match their chains to the correct number card, helping reinforce counting skills and number recognition.

Materials

Linking chain

numbers cards

Differenciation

For learners needing extra support:

Provide pre-counted chains to match with number cards.

Use smaller number ranges (e.g., 1–5) before progressing to higher numbers.

For learners ready for more challenge:

Ask them to create chains with more links (e.g., 10–20)

PQ

How many links did you use in your chain?”

“Can you find the number card that matches your chain?”

“What happens if you add one more link?”

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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 (9 connected elements)

Uses hands intentionally on daily basis activities to stimulate endurance

Uses hands to hold objects intentionally

uses correct pencil grip to draw/write

Uses pencil grasp to solve daily basis problems

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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.

Make simple observations, predictions, explanations, and generalizations based on real-life experiences

Manipulate objects and observes to make connections to previous knowledge

Use of senses to gather information about objects

Recognize own physical features (age appropriate)

Recognizes and solves problems through active exploration, including trial and error, and through interactions and discussions with peers and caregivers

Collect, describe, and record information through discussion, drawings, and chart (surveys & tally marks, web map, bar graph, venn diagram)

Identify the common needs such as food, air, and water of familiar living things

Invents strategies to figure out answers to problems.

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SS will freely explore texture, shape, and movement by manipulating cloud dough at the sensory table using scoops, cups, molds, or their hands. They will receive simple templates with shapes or objects (e.g., sun, heart, turtle) and will use the dough to form those figures. SS will be encouraged to describe how the dough feels and what they are creating, supporting language development and observation skills.

PQ:

What does the dough feel like?

What can you make with it?

How is your creation similar to the template?

DIFF:

Emerging: SS will choose one template and use tools to press and shape the dough to match.

Advanced: SS will follow 2–3 templates and label their creations using initial sounds.

MATERIALS:

8 cups flour

1 cup baby oil (or other safe oil)

Sensory tray or bin

Scoops, cups, rolling pins, plastic tools

Visual templates (laminated pictures of simple shapes or objects)

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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

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

Tinker with materials to solve problems

Follow the correct use of computers and apps

Shares and collaborates with peers through exchanging ideas and helping one another.

Ignites imagination by applying the maker cycle (imagine-play-make-share)

Makes things happen, watches for results, repeats and improves results

Design thinking: represents ideas through drawings and labeling

Shares thinking about future projects (Design Thinking).

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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

Respect

Responsibility

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Semana # 1: Respiro y estoy presente (ancla)

Semana # 2: Cuento y respiro

Semana # 3: Inhalo y Exhalo el Presente (etiquetando)

Semana # 4: Quietud Presente (cuerpo quieto)

Semana # 5: Respirando Quietud

Semana 6: Entrenando mis pensamientos

Semana 7: pasado y futuro

Semana 8: Placentero/ No Placentero

Semana 9: Qué emoción es?

Semana 10: ¿Cómo reaccionó?

Semana 11: Respondiendo con intención

Semana 12: Entrenando el amor a mi mismo

Semana 13: entrenando a quien no conozco

Semana 14: entrenando el amor a personas difíciles

Semana 15: entrenando mi gratitude

Semana 16: Entrenando mi corazón (juzgar vs aceptar)

Semana 17: honrando mi cuerpo (body scan)

Semana 18: entrenando mi movimiento

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SS will strengthen spatial awareness, problem-solving, and fine motor skills by filling a taped square on the floor using a variety of blocks. They will explore how shapes fit together, plan their layout, and adjust pieces to complete the space. This activity encourages exploration of space, size, and position as SS manipulate objects and solve problems through trial and error.

PQ:

What shapes are easiest to fit together?

How did you decide where to place each block?

Did you have to move or rotate any blocks to make them fit?

DIFF:

Emerging:

SS will focus on filling the space freely with support and visual cues

SS will describe basic shapes and colors

Advanced:

SS will attempt to fill the space without gaps or overlaps

SS will explain their strategy or recreate a pattern shown by a peer or teacher

MATERIALS:

Painter’s tape (to mark spaces on the floor)

Variety of wooden or foam blocks in different sizes and shapes

👍🏽

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SS will create their own Guayaquil flags using classroom materials such as colors, markers, and paper. They will first observe the elements of the flag and discuss what they notice about its design. Then, using available materials, they will recreate the flag, paying attention to the stripes, colors, and stars. This activity supports fine motor development, cultural awareness, and attention to detail.

PQ:

What colors are in the Guayaquil flag?

How many stripes and stars does it have?

What does the flag represent?

DIFF:

Emerging:

SS will focus on coloring and placing the correct number of stripes and stars.

Advanced:

SS will explain the meaning of the flag parts and replicate its proportions more accurately.

MATERIALS:

White, blue, and light blue paper

Scissors and glue

Markers, pencils, and classroom colors

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FINGER STRENGTH

Students will apply fine motor skills by completing a tearing and gluing activity to create a simple collage.

Students will tear the paper into small pieces using only their fingers and glue them inside a simple shape drawn on paper (heart, star, circle).

They must cover the entire shape carefully without going outside the lines.

Skills:

Hand strength

Finger isolation

Eye-hand coordination

Precision and control

Bilateral coordination (holding and tearing at the same time)

MATERIALS:

Scrap paper or colored paper strips

Glue sticks

Paper with simple shapes drawn (heart, circle, star, etc.)

Optional: crayons or markers to outline the shape

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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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Listen and Circle

Students will develop their listening comprehension by identifying and circling letters, numbers, and objects they hear, reinforcing vocabulary recognition and auditory discrimination.

Ss will have a visual paper that contains letters, numbers, and object pictures (mixed up on the page). They will listen to the audio for 15 minutes. When they hear a letter, number, or object, they will circle what the command asks.

Materials:

Worksheet printed

Audio Aquí esta el link aun asi lo pueden encontrar en nuestra carpeta de Kinder en flag time https://naena.sharepoint.com/:u:/r/sites/ColegioMenorSamborondonDatabase/ech/Shared%20Documents/Level%20Folder%2025-26/Kinder/FLAG%20TIME/Listen%20and%20circle.m4a?csf=1&web=1

Markers

Ipads

Headphones. ( doesn't work with new iPads) / Speaker

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Problem Solving

SS will be presented with a problem: You want to go to the bathroom but the door is locked! What can you do? SS will work in teams of 3 to solve this problem together. They will use the teamwork checklist (THINK, LISTEN, SHARE, TAKE TURNS) to make sure everyone participates. Each team will come up with one solution and then show their solution to the class through a short role play or explanation. This activity supports our SMART goal of improving teamwork and helps SS practice real-life problem solving through collaboration and discussion.

METACOGNITION: COMPASSIONATE

See: What do you notice in this problem?

Think: What are some different ideas we had?

Me: Has this ever happened to you?

We: How can our solution help others in our class?

PQ:

What can you do when the bathroom is locked?

How did your team work together to find a solution?

DIFF:

Emerging: SS will choose from picture options and act out the solution.

Advanced: SS will describe or draw two-step solutions and explain their thinking.

MATERIALS:

Printed problem cards (optional)

Teamwork checklist

Drawing paper and markers (optional)

EXIT TICKET:

SS will share how their team solved the problem and which step of the checklist helped them the most.