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-Take attendance

-Morning Message

-Move your body

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Students will observe and analyze half of a picture to draw its symmetrical counterpart on an A4 sheet, which develops their understanding of symmetry and spatial awareness. By applying their visual discrimination skills and fine motor control, they enhance hand-eye coordination and attention to detail. This task encourages creativity while reinforcing early math concepts related to shapes and patterns.

DIFF:

Emerging: SS will recieve simple images as shapes.

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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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CC will collect beads, then count and insert the correct amount onto a pipe cleaner showing the numeral (from 10-20). This activity encourages ss to count objects, match quantities, and demonstrate one-to-one correspondence.

Materials:

Pipe Cleaners

Beads

Numerals in the pipe cleaners

Prompt Questions:

Can you show me another way to represent that number?

How do you know that’s the right number?

Differentiation:

Emerging: pipe cleaners with the numbers from 1-10.

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SS will build phonemic awareness and spelling skills by identifying beginning sounds in picture clues to “crack the code” and form simple words. Each card shows three images, and SS must determine the first sound of each image to spell out the complete word. They will write the resulting word in the space provided, reinforcing sound-letter correspondence and blending. This activity supports early literacy as SS hear, say, and write initial sounds in words.

PQ:

What is the first sound in each picture?

What word did you build from those sounds?

Can you think of another word that starts with that sound?

DIFF:

Emerging:

SS will name the pictures and identify beginning sounds with support

SS will use letter cards or sound mats to match sounds to letters

Advanced:

SS will crack multiple codes and write additional sentences using the words

SS will attempt to spell similar words using the same sounds

MATERIALS:

Crack the Code cards with pictures

Dry-erase markers and laminated cards or paper copies

Optional: alphabet chart or sound mat for support

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SS will explore a chemical reaction by combining baking soda and vinegar to inflate a balloon. They will observe how the gas created during the reaction fills the balloon, and describe what they see before, during, and after the reaction. SS will make predictions, describe changes, and connect cause and effect as they manipulate objects and observe to make connections to previous knowledge.

PQ:

What do you think will happen when the baking soda mixes with the vinegar?

What did you see change when the balloon started to grow?

Why do you think the balloon got bigger?

DIFF:

Emerging:

SS will describe what they see using simple words or drawings

SS will identify the materials used and react to the change

Advanced:

SS will explain the steps of the experiment and describe the reaction using cause and effect

SS will write a sentence in their journal about what happened

MATERIALS:

Empty plastic bottle

Balloon

Funnel

Baking soda

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When We Are Done, We Have Just Begun
HFW Focus: LIKE

Objective:
SS will be introduced to the high-frequency word “LIKE” and will practice generating ideas using the “What Can I Write?” chart as they engage in a full writing session. As part of this activity, SS will draw and write about things they like, using their journals and applying the Super Writer steps. They will also review proper journal use and learn how to return to old pieces to add more, reinforcing that when we are done, we have just begun. This activity supports the learning goal of using phonic knowledge to write words and simple sentences that can be read by themselves and others.

Whole Group Review:

Review journal expectations:

Where to draw (top/bottom of the page depending on your format)

Where to write

How to find the next blank page

Introduce/Review the “What Can I Write?” chart:

Show the chart and discuss how it helps generate ideas

Emphasize using it when they don’t know what to write about

Review Super Writer Steps:

Think: Think about your idea

Draw: Draw with care and detail

Color: Add color to your drawing

Label: Label your picture using beginning sounds or full words if possible

Mini Lesson:
TCH explains: “Writers, today we will begin our writing by thinking about the word LIKE. You will think of something you like, draw it, and write about it. If you finish, you can go back to an old page and add more detail or writing — because when we are done, we have just begun!”

Activity:
SS will open their journals, find the next blank page, and complete a journal entry following the Super Writer steps. They will draw and write about something they like, label their drawings, and use the sentence frame “I like ___.” The “What Can I Write?” chart will be available as a support tool.

PQ:

What are some things you like?

When can we use the chart?

How can we add more to our writing?

DIFF:

Emerging: SS will draw and label their picture with beginning sounds, they will have cut out sentence structures and will glue them to their journals in order to write sentences.

Advanced: SS will write full sentences using the word “like” (e.g., “I like pizza.”)

MATERIALS:

Journals

Colors, pencils, markers (caddy)

“What Can I Write?” chart

Super Writer steps visual

HFW “LIKE” anchor

EXIT TICKET:

Share your writing with a partner and read your sentence aloud using the word “like”

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SS will play a musical chairs game where each removed chair hides a clue (objects or pictures that begin with the letter D). After collecting the clues, SS will make predictions about the new letter of the week. Then, they will search around the hallway to find the hidden letter D and paste the discovered words onto the Letter of the Week wall. Finally, in their journals, SS will draw and label objects that start with the letter D. This activity supports the goal of recognizing letter sounds and names while giving meaning to the marks they make as they draw and write.

PQ:

What do all these clues have in common?

What letter do you think we are learning today?

What other words do you know that start with the letter D?

DIFF:

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

Advanced: SS will write full words using phonetic spelling.

MATERIALS:

Chairs and letter D picture clues taped underneath

Hidden large letter D in hallway

Letter of the Week wall

Journals and writing tools

EXIT TICKET:

SS will say or write one word that starts with the letter D.

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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  L I T U(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

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SS will go on a clue-based scavenger hunt in the park to discover the number of the week (9). After finding all 9 puzzle pieces, they will return to class, assemble the number block 9 puzzle, and represent the number in multiple ways in their sketchbooks, reinforcing number recognition, counting, and problem-solving skills as part of the Early Learning Goal: children count reliably with numbers from one to 20, and represent them using objects, tallies, and ten frames.

MATERIALS:

9 puzzle pieces to create Numberblock 9

9 envelopes labeled with clue numbers

Tape or clips to secure clues in park

Sketchbooks

Markers, crayons

CLUES:

Clue 1: "I help you go up or down with care. Look for me — I’m like a stair!" (Place near a staircase or slide)

Clue 2: "I swing and sway, and go back and forth. Find your next clue where you go for fun, of course!" (Place near a swing set)

Clue 3: "I’m where you sit to eat your snack, I have four legs but don’t bark back!" (Place under a picnic table or bench)

Clue 4: "Round and round, I spin all day. Look where your friends like to play!" (Place on spinning toy)

Clue 5: "You climb me up, you slide me down, I’m shiny, smooth, and never frown!" (Place near the slide ladder)

Clue 6: "Look for me where balls like to roll, I help you score a goal!" (Place near a soccer goal)

Clue 7: "I live near leaves, tall and wide. I give you shade, and you can hide!" (Place near a tree)

Clue 8: "I’m shaped like a tunnel, long and round. I’m where crawling fun is found!" (Place in a crawl tunnel)

Clue 9: "Your last piece waits where we begin. Return to your teacher with a big grin!" (Place in class)

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Number Monster

SS will create their own number monsters by combining chance and counting. First, they will spin a wheel to determine which body part to add (e.g., eyes, arms, teeth), then roll a dice to decide how many of that part to include. After assembling their number monsters using drawing or collage materials, they will present them to the class and describe what they added and how many. This activity supports counting with quantities to 20 and using numbers to represent sets.

PQ:

What part did you spin?

How many did you add to your monster?

Can you tell us what makes your monster special?

DIFF:

Emerging:

SS will use numbers 1–6 with dot dice and receive part cards for guidance

Advanced:

SS will use two dices.

MATERIALS:

Spinner with body part options

Dice

Paper bags

Pencils, markers, glue, cut-out shapes

Pipe cleaners

Googly eyes

Pom Poms

Yarn

Firefly post

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"Harold Finds a Voice"

Strategy Focus: Observing, Predicting & Word Decoding

Students will make predictions based on the cover of the book and apply decoding strategies to read unfamiliar words during a shared reading.

Description:

Begin by observing the cover and discussing predictions about the story. Use a thinking web or chart paper to record ideas. Then read the story aloud using a pointer. Pause at selected words covered with sticky notes, prompting students to decode using phonics, beginning sounds, or picture clues. Emphasize Harold’s use of sound to build interest in decoding and vocabulary.

PQ:

What do you see on the cover? What kind of animal is Harold?

What do you think Harold is searching for?

What clues in the pictures or sentence help you figure out this word?

DIFF:

Emerging:

Use simpler vocabulary for decoding (e.g., “bell,” “ring,” “cat”).

Provide visuals or real-life objects related to sounds in the story.

Use sentence starters: “I think the word is…” or “I see a…”.

Advanced:

Include multisyllabic or descriptive words (e.g., “echo,” “mimic,” “unique”) for decoding.

Ask students to justify their word guesses using context clues.

Encourage students to act out or mimic the sound words they decode.

Materials:

Harold Finds a Voice book

Chart paper or whiteboard for prediction web

Sticky notes to cover selected words

Pointer

Vocabulary words of the week

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SS will engage in a memory game on iPads, working in pairs to recognize and match pairs of images, which promotes their visual memory and social interaction skills. By collaborating and taking turns, they develop communication and teamwork abilities while strengthening concentration and cognitive flexibility. This activity encourages students to apply memory strategies and analyze patterns, supporting early learning goals in literacy and cognitive development.

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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

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

Recognize number words (0-1)

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Visual memory game

SS will strengthen their visual memory, spatial reasoning, and attention to detail in this engaging whole group activity. Working in two teams, each player will observe a visual grid and then run to the whiteboard to recreate it on their own blank grid using markers. They will compare, recall, and copy the letters, numbers, or shapes they saw. This fun challenge promotes observational skills, fine motor development, and teamwork as students analyze and reproduce visual information from memory.

PQ:

What did you notice about the symbols in the grid?

How did you remember where each drawing went?

What helped you draw it as closely as possible?

MATERIALS:

Large printed visual grid (with letters, shapes, or numbers)

Blank grids in the whiteboard

Markers

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Mini Olympics: Meet Our Sport & Hero – Weightlifting

Learner Ambition: Collaborative – Think, Pair, Share

SS will identify the sport assigned to their group for the Mini Olympics—weightlifting—and will learn about an inspiring athlete, Tamara Salazar. In teams, SS will research key facts about Tamara, discuss her achievements, and work together to create a group banner that represents their sport and athlete. This activity promotes teamwork, builds background knowledge through inquiry, and develops creative expression through a shared goal. It encourages listening, turn-taking, and appreciation for others’ ideas and efforts.

PQ:

What sport did we get and what do we know about it?

Who is Tamara Salazar and what makes her special?

How can we work together to represent our sport on the banner?

DIFF:

Emerging:

SS will contribute a drawing or decorate part of the banner

Advanced:

SS will add key words or write a simple fact about Tamara Salazar

MATERIALS:

banner base

Colors, pencils, markers (caddy)

Glue, scissors

EXIT TICKET:

Share one thing you learned about Tamara or weightlifting with a partner.

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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)

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SS will understand what a sentence is and why using finger spaces helps others read their writing clearly. Through discussion and a movement-based sorting activity, SS will recognize the difference between sentences with and without finger spaces and practice identifying well-written examples. This activity supports the learning goal of writing simple sentences which can be read by themselves and others.

Whole Group Discussion:
TCH will write a “no no” sentence on the board without finger spaces (e.g., “Ilikepizzaandicecream”) and ask:
“Can we read this easily?”

Then, the same sentence will be rewritten with proper spacing (“I like pizza and ice cream”) as a “yes yes” sentence.

TCH explains that finger spaces help us see where one word ends and another begins, which makes reading and writing easier to understand. TCH will model how to use a finger (or a spacing tool) while writing.

Interactive Activity:
SS will take turns crossing the rug from one side to the other using two cushions as stepping stones. On the other side, they will find a sentence card. After reading or listening to the sentence, they will decide if it's a “yes yes” (correct spacing) or “no no” (no spacing) sentence and sort it into the correct basket or area.

PQ:

What is a finger space?

When do we use finger spaces?

Why are they important?

DIFF:

Emerging: SS will listen and point to the correct basket with guidance.

Advanced: SS will read the sentences aloud and explain their choice.

MATERIALS:

Sentence cards (some with and without finger spaces)

2 floor cushions

Sorting baskets or labeled areas for “yes yes” and “no no”

Finger space tool (optional)

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Spacing Between Words | Early Literacy Concepts | Reading & Writing | Kids Academy

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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.

We are all writers (sessions 1&2.)

1. We are all writers

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

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In this activity, students will identify pictures of CVC words displayed on the window and select the corresponding foami letters from the water table using tweezers, which helps develop their fine motor skills. They will navigate around tape obstacles to assemble the letters correctly to form each word, strengthening their phonemic awareness and problem-solving abilities. By matching the constructed words to the images, students practice visual discrimination and reinforce their understanding of letter-sound relationships in early literacy.

Prompt Questions:

What letter sound do you hear at the beginning/middle/end of this word?

Which letter do you need to find next?

How can you get past the tape to reach the letter?

Does this word match the picture?

Differentiation:

Emerging:
– Use letter mats with outlined spaces to guide letter placement.

Advanced:
– Form 2–3 different CVC words using the same vowel.

-Form longer words without using the pictures if ready

Materials Needed:

Water table

Tweezers

Foami letters

Clear tape strips (to create obstacles in the water table)

Laminated CVC word images

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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)

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SS will collaborate and take turns to build directed structures in the block center, which fosters teamwork, communication, and social skills. Through planning and constructing together, they develop spatial reasoning, problem-solving, and fine motor coordination. This activity supports early STEM learning by encouraging creativity and the application of engineering concepts in a hands-on environment.

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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

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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)

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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

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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

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Similarities and differences

Students will observe and describe physical traits, identifying similarities and differences between themselves and their classmates.

Whole Group Activity:

1. Video – Begin by watching a short, age-appropriate video about how people can look different and similar (focus on hair, eyes, skin, height, etc.).

2. Classroom Discussion – Ask:

What did you notice in the video?

How are the people in the video different? How are they the same?

3. Live Comparison – Choose one boy and one girl from the class. As a group, describe how they are similar and how they are different using simple describing words (e.g., tall/short, curly/straight hair, glasses/no glasses, etc.). Write some descriptors on the board for reference.

INDEPENDENT ACTIVITY:

"Me and My Friend" Sketchbook Task

Ss will draw a picture of themselves and a friend.

Next to each person, they will label one way they are the same and one way they are different (e.g., “both have brown eyes” / “I have short hair, she has long hair”).

Prompt Questions (PQ):

What do you and your friend have in common?

How are you different from your friend?

Why is it good to be different and the same?

DIFF:

Emerging: Students can draw and use picture-word cards to label features (e.g., hair, eyes).

Advanced: Students can write full sentences: “We both have brown eyes.” / “I have glasses. He does not.”

Skills Targeted:

Observation and comparison

Descriptive language

Social-emotional awareness

Drawing and labeling

Fine motor development

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Sesame Street: We're Different, We're the Same | Read Along Series

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SS will play a group circle game where they pass a bean bag while chanting “Tingo Tango.” When the chant stops, the SS holding the bean bag will look at the board and identify the letter, high frequency word, or number displayed. This activity reinforces letter recognition, number identification, and HFW recall through movement and peer interaction.

PQ:

What do you do when you get the bean bag?

How can you tell if it's a letter, a number, or a word?

What helps you remember what it is?

DIFF:

Emerging: SS will identify the type (letter, word, or number).

Advanced: SS will say the sound of the letter, use the word in a sentence, or represent the number in another way.

MATERIALS:

Bean bag

Board or screen to display the letter/HFW/number

Circle space for group play