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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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Letter W
SS will engage with the letter W through a hands-on cooking experience by making waffles together as a class. TCH will introduce the sound and shape of the letter W, highlighting key vocabulary throughout the process (e.g., waffle, whisk, warm, watch). After cooking, SS will draw the ingredients and cooking steps in their journals and write 1–2 sentences that include words with the letter W. This activity supports letter-sound correspondence, vocabulary development, and early writing skills through a meaningful and multisensory experience.

METACOGNITION: CREATIVE – OPTIONS EXPLORATION

Listen to the obvious option: W is for waffle.

Brainstorm hidden obvious options: What other W words can I see, hear, or taste during this activity?

What have I learned from these obvious options? I can discover letter sounds everywhere—not just in books!

PQ:

What sound does the letter W make?

What W words did we hear while cooking?

How can we show the steps in our drawing?

DIFF:

Emerging: SS will draw and label one or two ingredients and write the letter W.

Advanced: SS will write 1–2 sentences using W words and label all parts of their drawing.

MATERIALS:

Waffle maker

Pre-made batter or ingredients for batter

Cooking utensils (whisk, measuring cups, etc.)

Journals

Pencils and classroom colors

EXIT TICKET:

SS will say one word that starts with W and point to it in their journal.

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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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HFW WE
SS will discover the new high-frequency word WE by solving a riddle in the morning message. After making their prediction, they will go to the hallway to find the hidden word. Once discovered, SS will return to the classroom and work in teams to create sentences using the HFW WE. They will follow the teamwork checklist (THINK, LISTEN, SHARE, TAKE TURNS) to describe their group. Each team will:

Choose a group name

Decide what makes them special
Then, they will write simple sentences together using WE (e.g., We are the Parrots. We are kind.). This activity supports sentence structure, HFW recognition, collaboration, and oral language development.

PQ:

What do you think the riddle is trying to say?

What word do all your sentences have in common?

What makes your team special?

DIFF:

Emerging: SS will use sentence starters with teacher support (e.g., We are...) and draw a picture of their group.

Advanced: SS will write 2+ connected sentences about their team using HFW WE and descriptive language.

MATERIALS:

Morning message with a riddle

HFW card hidden in hallway

Sentence starters on chart

Journals or sentence strips

Pencils and classroom colors

EXIT TICKET:

SS will read their team’s sentence aloud and underline the word WE.

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Self Portrait – August
SS will create their August self-portrait using markers and colors from the classroom caddy. TCH will encourage SS to include facial features, clothing details, and any elements that represent themselves (like favorite colors or accessories). This activity helps SS develop fine motor skills, self-awareness, and confidence in expressing their identity through art.

PQ:

What can we include in a self-portrait to show who we are?

How is this self-portrait different from your last one?

What makes your portrait special?

DIFF:

Emerging: SS will draw their face with basic features and add simple labels (e.g., "me", "hair").

Advanced: SS will add detailed features, background elements, and write a short description or label their portrait.

MATERIALS:

Blank paper

Pencils and erasers

Markers and colors from the classroom caddy

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NUMBER 15
SS will be introduced to number 15 through a collaborative painting reveal. Each team will receive a large white cardboard with a hidden number 15 drawn in white crayon. Using watercolor paints, SS will brush over the surface to reveal the hidden number. After discovering the number, each team will show their board to the class and say the number aloud. Then, SS will go to their sketchbooks to draw different ways to represent number 15 (e.g., tallies, dots, tens and ones, ten frame).

METACOGNITION: CREATIVE – OPTIONS EXPLORATION

Listen to the obvious option: Paint to find the number.

Brainstorm hidden obvious options: How else could we show the number once we find it?

What have I learned from these obvious options? There are many ways to reveal and represent a number creatively!

PQ:

What happened when you painted over the cardboard?

What number did your team reveal?

How many different ways can you represent number 15?

DIFF:

Emerging: SS will draw the number and represent it with dots and tallies.

Advanced: SS will show tens and ones, and label multiple representations of 15.

MATERIALS:

Large white cardboard with number 15 drawn in white crayon (one per team)

Watercolors and brushes

Sketchbooks

Pencils and classroom colors

EXIT TICKET:

SS will share one way they represented number 15 in their sketchbook.

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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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-Choose a book: (Suggested: Miss Wishy Washy or a poem)

This book can be read throughout the week in 3 or 4 short sessions

- Session # 1: Observe the front cover before reading the title and ask prompt questions:

What do you think this story will be about?

Make connections with content seen in class

-You can record the answers on a big chart paper or on a thinking web

-Read the text and become familiar with it, check predictions.

-Session # 2: Re-read the text and have ss read with you (use a pointer)

-Work on decoding a few words from the text (cover the word with a post it)

-Session # 3: Re-read the text and have ss read with you (use a pointer)

-Work on identifying HFW within the text.

Session # 4: Re-read the text and have ss read with you (use a pointer)

-Work on identifying punctuation marks within the text. (this can be done in 1 or two sessions)

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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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Spin & Create with Letters

SS will take turns spinning a virtual wheel with different letters of the alphabet. Then, they will use playdoh to create something that starts with that letter (e.g., if they spin “B,” they might make a ball or banana) and fomi letters to stretch out their word. This activity supports vocabulary development, phonemic awareness, and fine motor skills through creative letter exploration.

PQ:

What letter did you get?

What word can you make with that letter?

What other things start with that sound?

DIFF:

Emerging: SS will use playdoh to form the letter and match it to a visual of an object that starts with it.

Advanced: SS will create their own object from playdoh and write the word next to it.

MATERIALS:

Fomi letters

Playdoh

Spin-the-wheel in ipad

Whiteboards or paper (optional for writing)

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Number Bonds Fishing

Students will practice number decomposition and fine motor skills by fishing numbers and representing number bonds with pom-poms.

Description:
Students use fishing poles or magnetic fishing rods to catch number cards from a container (water bin, sensory table, or box). Once they catch a number, they place it on the top circle of a number bond template. Then, using tweezers, they place pom-poms in the two smaller circles to show how the number can be decomposed into two parts (e.g., catch 7, then place 3 pom-poms in one circle and 4 in the other).

PQ:

What number did you catch?

How can you split this number into two smaller numbers?

How many pom-poms did you put in each circle?

DIFF:

Emerging: Focus on simple decompositions of numbers up to 5, with adult support.

Advanced: Decompose larger numbers (up to 10 or 13) and try different combinations.

MATERIALES:

Fishing rods or magnetic fishing poles

Number cards (1–10 or up to 13)

Number bond templates (printed or laminated)

Pom-poms

Tweezers or tongs

Container for fishing (water bin, sensory table, or box)

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Sort Upper and Lower Case Letters
SS will observe letters displayed on the board (both uppercase and lowercase) and take turns selecting a magnetic letter from a tray. They will then match it to its corresponding pair by placing it in the correct section of the chart. This activity helps reinforce letter recognition and upper/lowercase matching through visual discrimination and hands-on sorting.

PQ:

How can you tell if two letters are a match?

What makes uppercase and lowercase letters different or the same?

Where else do you see these letters?

DIFF:

Emerging: SS will match letters with color-coding or picture clues.

Advanced: SS will sort and explain the letter names and sounds, and give examples of words that start with that letter.

MATERIALS:

Magnetic uppercase and lowercase letters

Letter chart or board with displayed pairs

Trays or baskets to organize letters

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Bingo Listening Game
SS will practice their listening and recognition skills by playing a bingo game using a board that includes letters, high-frequency words (HFW), and number words learned so far. As the teacher calls out one item at a time, SS will listen carefully and place a chip on top of the matching item on their board. This activity reinforces visual identification, phonemic awareness, and vocabulary review.

PQ:

What clues can help you know what the word or number is?

How do you know where to place your chip?

What’s one word or number that was tricky? Why?

DIFF:

Emerging: SS will play with boards that include visuals or initial sound clues for support.

Advanced: SS will play with mixed boards (no visuals) and identify the word/letter out loud before placing the chip.

MATERIALS:

Bingo boards with a mix of letters, HFW, and number words

Chips or counters

ipads and headphones

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Connect-the-Dots Drawing and Writing
SS will engage in a connect-the-dots activity to reveal a surprise drawing. Once the image is complete, SS will label parts of their picture and write a sentence describing it. This activity supports number sequencing, fine motor control, vocabulary building, and sentence writing.

PQ:

What picture did your dots create?

What details can you add to make it your own?

What sentence can you write to describe your drawing?

DIFF:

Emerging: SS will label using initial sounds and trace or copy a sentence starter (e.g., “This is a ___”).

Advanced: SS will label multiple parts and write an independent descriptive sentence.

MATERIALS:

Connect-the-dots templates (varied images)

Pencils and colors

Word wall or reference cards

Journals or writing paper

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Slime and Bean Counting
SS will strengthen their fine motor skills by manipulating slime and picking up individual beans to place them into numbered cups. Each cup will display a number, and SS will count out the correct number of beans to match. The sensory texture of slime adds challenge and engagement, encouraging careful finger coordination and number recognition through hands-on exploration.

PQ:

What number is on your cup?

How many beans do you need?

What helped you count carefully?

DIFF:

Emerging: SS will match numbers 1–5 and count beans with support.

Advanced: SS will match numbers up to 10 and count independently, then make a number sentence using the beans.

MATERIALS:

Slime in containers

Dry beans

Cups labeled with numbers

Tweezers (optional for extra challenge)

Number cards for reference

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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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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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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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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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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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Exploring the Ocean – Google Earth
SS will explore different parts of the ocean using Google Earth. TCH will guide the exploration by zooming into specific ocean locations like coral reefs, deep sea trenches, or coastal areas. SS will observe the differences in water color, animal life, and land formations. Afterward, SS will draw one of the places they visited and write a sentence describing what they saw. This activity promotes observation, spatial awareness, and curiosity about the ocean environment.

METACOGNITION: CREATIVE – OPTIONS EXPLORATION

Listen to the obvious option: I can look and draw what I saw.

Brainstorm hidden obvious options: What else did I notice that others might not? Could I imagine what's under the water too?

What have I learned from these obvious options? I learned that exploring helps me ask questions and discover new things.

PQ:

What did you see in the ocean location we visited?

How did this place look different from others?

What do you think lives there?

DIFF:

Emerging: SS will draw the location and describe it with one word or phrase.

Advanced: SS will write a complete sentence describing what they saw and what they wonder about that place.

MATERIALS:

Google Earth

Sketchbooks or drawing paper

Pencils and colors from the caddy

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Self Portrait – August
SS will create their August self-portrait using markers and colors from the classroom caddy. TCH will encourage SS to include facial features, clothing details, and any elements that represent themselves (like favorite colors or accessories). This activity helps SS develop fine motor skills, self-awareness, and confidence in expressing their identity through art.

PQ:

What can we include in a self-portrait to show who we are?

How is this self-portrait different from your last one?

What makes your portrait special?

DIFF:

Emerging: SS will draw their face with basic features and add simple labels (e.g., "me", "hair").

Advanced: SS will add detailed features, background elements, and write a short description or label their portrait.

MATERIALS:

Blank paper

Pencils and erasers

Markers and colors from the classroom caddy

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ARROW-MATCHING (CRITICAL THINKING)

OBJ:

SS will strengthen their visual discrimination, directional awareness, and attention to detail by completing a fun arrow-matching task.

ACT:

Each ss will receive a template with a colorful pattern of arrows in different directions and colors (e.g., red arrow pointing up, blue arrow pointing left). They will also receive an empty template and a set of loose arrows in various colors and directions.

Ss will have to closely observe the example template, then select the correct arrows based on color and direction, and place them in the matching positions on the empty template to recreate the pattern exactly.

Materials:

-Example template

-Empty templates (5)

-Arrows

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Objective:
Ss will apply knowledge of facial features and personal identity by designing a Play-Doh face that represents themselves, strengthening fine motor skills, self-awareness, and vocabulary related to body parts and emotions.

Description:
TCH will introduce the concept of self-identity and facial features by showing different facial expressions and body part vocabulary. Each student will receive a laminated Play-Doh face mat. Using Play-Doh, they will sculpt and place facial features (eyes, nose, mouth, hair, etc.) to build their likeness. TCH will guide students to talk about the features they chose and why those features are important to who they are.

Ss will then reflect by drawing their Play-Doh face in their journals and labeling parts (e.g., eyes, hair, nose) using phonetic spelling or correct spelling based on ability.

PQ:

“What do you notice about your face?”

“Can you show me how you made your eyes?”

“What makes your Play-Doh face special or unique?”

“How are your eyes/nose/mouth the same or different from your friend’s?”

Differentiation:

Emerging Learners:

Use simple Play-Doh colors and focus on just 3 features (eyes, nose, mouth)

Provide visual cards of body parts for reference

Support labeling with initial sound cues or adult scribing

Advanced Learners:

Add details like eyebrows, glasses, or accessories

Write a sentence describing their face or emotions (e.g., “I have brown eyes.”)

Discuss feelings and connect facial features to emotional expressions

Materials:

Laminated Play-Doh face mats

Assorted Play-Doh

Journals

Pencils and crayons

Optional: mirrors for students to observe their faces

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SS will connect uppercase and lowercase letters by drawing a line between each matching pair. The dots will be arranged in circular or scattered formations (similar to the image), and each letter will appear in both upper and lower case across the ring. SS will use a marker or pencil to draw lines that match corresponding letter pairs, supporting visual scanning, fine motor coordination, and letter recognition.

Skill:

Letter identification

Visual discrimination

Fine motor coordination

Materials:

Printed sheets with scattered uppercase and lowercase letters arranged in circles or clusters

Markers or colored pencils