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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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# 1: 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.

#2: 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.

# 3: 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.

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

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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-OBSERVATION: Ss will practice their observation skills by using magnifying glasses and find hidden objects in some sensory material. Then they will record their in their journals by drawing, numbering their findings.

PQ: What can you see here? with what part of your body do you see?

DIFF: ss who are able will label their drawings

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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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# 1: PATTERNS: Ss will practice creating patterns by lacing fruit loops and creating necklaces. They will first design the pattern and then create it. Ss will find the types of patterns to create on pipe cleaners.

PQ: What is a pattern? where can you find patterns?

DIFF: Ss will create their own patterms -ab, abc.

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-MM: Hello Owls What would you do if you make a mistake with a marker during journal time and you want to erase it?

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Intro Number of the week # 6
-Ss will find the new number block # 6 that is hidden around the class, then they will paste it on the number of the week wall and review the different ways to represent it.
ACT: Sketchbook draw ways to represent number 6

PQ: How can you represent number 6? what lines do you use to write number 6?
DIFF: Ss who are able will write number word six and compose the number using concrete materials

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@Numberblocks- The Number Six | Learn to Count

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Ss will be introduced to the responsibility chart during sharing time.

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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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INTRO HFW

ss will learn the HFW I

-Introduce HFW wall

-Ss will have to find the first HFW to put on the wall, the word will be hidden in the hallway.

-ACT: ss will go to their journals and draw themselves and write the HFW I

- Ss will watch a video for the HFW I

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Exit Ticket: paste the hfw on the door, every time ss come into the class they will have to say the HFW

PQ:  What is a HFW?

DIFF: Ss who are able will write a sentence or an action ex: I play

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# 1: NAME: CC will write down their names on a guided line, later they will be motivated to create their names using foamy letters.

DIFF: ss who are able can create their last names.

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Ss will be presented with a scenario: What would you do if you make a mistake with a marker during journal time and you want to erase it? They will share their ideas and use their journals to record them.

PQ:
What would you use to fix the mistake?
How would you feel if this happened to you?

DIFF: Ss will label the objects in their drawings

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FERIADO 24 MAYO

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ss recognize letters and their sounds

-LETTER STATIONS: Ss will participate in letter stations where they will practice the trace of each letter with correct directionality.

Stations:

-Chalk and sponges

-Block: build the letters

-Playdough

-Whiteboards

-Linking cubes

PQ: What are stations? What lines do we use to create HEF?

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ss recognize letters and their sounds

INTRO LETTERS HEF

-MMessage: Hello Owls, Today we will learn 3 letters. Can you guess them?

- Ss will review slides with the letter and ask ss to say things with that initial sound/letter. draw them on the board

- ACT: ss will find images all over the class, and they will go grab as many as they can

- SS will sort the images according to their initial letter

- Journal: draw 3 things with each letter and write the letter.

PQ: What are the similarities of these letters? (vertical and horizontal lines)

DIFF:  Ss who are able will write words with each letter

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MORNING MESSAGE Good morning Owls, today we will practice our listening skills. Love, Mariuxi and Vivi

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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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PATTERNS

Ss will participate in an activity where they will review patterns and how to build them

-OBSERVE

- Video

- Introduce AB-ABC-AAB patterns (use magnets to create them)

- ACT: ss will work as a team to create patterns using materials around the class. (Give one ziplock bag to each team to collect the materials they need)

PQ: What is a pattern? Do you remember how to make one?

DIFF:

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Patterns! | Mini Math Movies | Scratch Garden

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HEF: SS will reinforce the correct use of letter directionality by tracing letters HEF, as well as reinforcing skills such as math and fine motor by creating colored patterns using QTIPS on their sketchbooks.

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Experiment! (milk, soap and food coloring)

PART # 1:
predictions
-ss will draw their predictions on their journals

PART # 2:
Experimentation

Part # 3:
Interactive writing to check on prections

PQ: What is a prediction? When do we make predictions?
DIFF:

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FERIADO 24 MAYO

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-Choose a book that will interest your ss (can be linked to a project. Better if book is big)

-Introduce the text and read the title

-Ask ss to look at the front cover

What can you see?

What do you think the story is going to be about?

(talk to your elbow partner then discuss as a whole class)

- Start reading and stop on “difficult” or new words. Ask ss what do you think they mean.

-Prepare 1 or 2 questions (use post it’s) stopping on the page and repeat the strategy of elbow partners.

Here you can intentionally show ss that the picture/image is cohesive to the text.

-When you get to the end of the story, check for understanding: ask questions like:

What happened in the story?

What was the Problem?

What was the solution?

Characters and setting

New vocabulary

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-Ss will look at images (snapshots) and discuss the different character count they see portrait (main focus on caring)
-Ss will show with their bodies how each image makes them feel and how each emotion looks.

PQ: How does what you see on the image makes you feel?
DIFF:

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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

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Mindful body, breathing, and anchor

Introduction:

-Where can you check for your breathing in your body?

Focus:

-Introduce breathing in and out or inhale and exhale with a “breathing ball”

- Three main anchor spots: belly, chest, and nose

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-Ss will explore with different art materials and will be encouraged to use their creativity and imagination.

PQ: what are you creating?

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-1-minute meditation

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Journal:

-Draw yourself in your “Mindful Body”
-1-minute meditation

Journal:

-When you breathe, where do you feel it in your body?

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Practice:

-“Monkey Breathes 5 Times” (app game)

-1 minute meditation