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-Take attendance

-Morning Message

-Move your body

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SS will explore chemical reactions using sensory materials such as vinegar, oil, colored water, and baking soda. They will use small droppers and spoons to mix the substances and observe what happens when they interact. This hands-on activity promotes curiosity, scientific observation, and early understanding of cause and effect through playful experimentation with real materials.

PQ:

What do you notice when you mix these materials?

What do you think will happen if you add more vinegar?

How is the reaction different with each material?

DIFF:

Emerging: SS will mix freely and describe what they see using simple words or gestures.

Advanced: SS will make predictions, compare reactions, and describe their observations with more detail.

MATERIALS:

Trays or small containers

Vinegar

Baking soda

Colored water

Oil

Small spoons

Droppers

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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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Dancing Raisins

SS will participate in the dancing raisins experiment by placing raisins in a clear cup of carbonated water and observing how the bubbles make the raisins move. After observing the reaction, SS will record what they saw in their sketchbooks through drawings and simple labeling. This activity supports observation skills and early scientific thinking as they make sense of how materials interact and describe changes.

PQ:

What did you see happening to the raisins?

Why do you think they moved up and down?

Have you ever seen bubbles like this before?

DIFF:

Emerging: SS will draw what they saw and label using beginning sounds.

Advanced: SS will write a sentence to describe what happened in the experiment.

MATERIALS:

Clear cups

Carbonated water

Raisins

Sketchbooks and writing tools

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Session #4: "Writers Picture What They Want to Say Before They Write"

SS will learn that writers picture what they want to say before writing. TCH will model how visualizing a place or moment helps add rich details to drawings and labels. SS will practice closing their eyes, picturing a setting (like the playground), and then transfer what they imagined into their writing journals by drawing, labeling, and writing. This activity supports the development of visualization as a writing tool and encourages SS to plan before drawing and writing.

Activity Steps:

1. TCH gathers SS on the rug and shows a sample journal page. TCH models thinking aloud: “This writer must have pictured their whole story before drawing. Look at all the details!”

2. TCH introduces the teaching point: “Writers picture what they want to say before they write. They close their eyes, imagine the moment, and then draw and write what they see.”

3. TCH models visualizing a familiar place (e.g., the playground), describing out loud what they picture and drawing it on chart paper. TCH adds labels while explaining.

4. SS pair up and pretend to draw the slide with imaginary markers, visualizing it first. One SS shares and adds their idea to the class chart.

5. TCH links: “Before you begin, think of your idea, close your eyes, and picture it. That’s how you’ll know what to draw and write.”

METACOGNITION: COMPASSIONATE

See: What do you see in your mind before you draw?

Think: How does imagining help your drawing or writing?

Me: What memories or places do you like to write about?

We: How can sharing ideas help us all become stronger writers?

PQ:

What do you see in your mind before you draw or write?

Why is it helpful to picture your idea first?

What could you add to help your reader see what you see?

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HFW: THE

SS will be introduced to the new high-frequency word “THE” through a short interactive message where they predict the missing word in familiar sentences (e.g., “___ sun is hot,” “___ cat is sleeping”). After identifying the word, SS will complete an observational drawing in their journals of a chosen classroom object or photo (e.g., a pig). They will be encouraged to add many details to their drawing and then write a descriptive sentence using the frame: “The pig is…” This activity supports the goal of reading and understanding simple sentences and using phonic knowledge to write phonetically plausible words.

PQ:

What do you notice about your object?

How would you describe it?

What word did we learn today that helps us start a sentence?

DIFF:

Emerging: SS will say the sentence aloud and write only the word “THE.”

Advanced: SS will stretch out the rest of the sentence and write the full description.

MATERIALS:

Journals and pencils

Sample objects or pictures (e.g., pig, sun, dog)

Sentence frame visual

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SS will search for high frequency words and number words (zero, one, two, three) hidden in a letter soup worksheet. They will scan, identify, and circle the words they find. This activity supports word recognition, visual discrimination, and number word identification.

PQ:

Is this a number word or a high-frequency word?

What sound do you hear at the beginning of this word?

Can you find another word that starts the same way?

DIFF:

Emerging: SS will use a word bank with visuals to help locate and circle the words.

Advanced: SS will read and find the words without visual support and write a sentence using one of the words they found.

MATERIALS:

Letter soup plastified worksheet with mixed letters and hidden target words

Markers

Word bank (for emerging learners)

Visuals of number words and high frequency words (optional display or anchor chart)

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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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Number 11

Activity: SS will read a riddle on the whiteboard and will have to think what the new number is. Then, in their sketch books they will do the different representations of number eleven (tallies, ten frame, fingers, dice, dominoes, number block, digits)

Riddle: I come right after ten,
I’m one and one again.
I have two digits side by side,
Count your fingers—can you decide?
What number am I?

PQ: reading these clues, which do you think is the new number?

Materials:

Sketchbooks

caddies

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Number Word Three

Activity: TCH will read the story "The Three Little Pigs", emphasizing in the number word: three. SS will be encouraged to repeat the number word sound. After the story, SS will go to the board to trace the number word three with the correct directionality.

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The Three Little Pigs – 🐷🐷🐷 Read aloud of the classic tale about the value of hard work!

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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

Optional: Sound-related objects or recordings (e.g., clock, phone, bird sounds)

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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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Research Ocean Animals

SS will explore nonfiction and fiction books related to ocean animals at the sensory table, which will be transformed into an ocean-themed reading nook (blue fabric, sea creatures, shells). As they interact with the books, they will discuss, identify, and share information they find interesting or important. SS will be encouraged to build vocabulary, ask questions, and respond to their peers’ ideas. This activity supports listening comprehension, vocabulary development, and information recall.

PQ:

What ocean animal did you read about?

What new word did you learn?

Why is this information important or interesting to you?

What do you notice about how the book is written or illustrated?

MATERIALS:

Sensory table transformed into a cozy ocean reading space (blue fabric, shells, sea toys)

Selection of nonfiction and fiction books about ocean animals

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ACTIVITY:
SS will engage in letter chunk stations using the chunks reviewed (H, E, F, L, I, T, U, D, P, B, A, M, N – upper and lowercase). At each station, they will form, trace, and name the letters using a variety of sensory and tactile materials. This activity supports letter formation, sound-symbol correspondence, and alphabet knowledge.

PQ:

What letter are you making?

What sound does this letter make?

Can you find something in the room that starts with this letter?

DIFF:

Emerging: SS will focus on tracing and naming letters with visual support (letter cards or arrows for directionality).

Advanced: SS will form letters independently and write simple CVC words starting with those letters.

Stations:

1. Play Doh: SS will make little balls of playdoh and fill the letters following the correct directionality

2. Sentence Strips: SS will make the letters using markers

3. Geoboards: SS will match upper to lower cases using geoboards and rubber bands

4. Popsicle sticks: SS will use popsicle sticks to create the letters.

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SS and TCHs will share about ocean animals, discussing what they already know and what they have learned from the books reviewed during centers. The group will contribute ideas and facts, and together we will record this information on a large chart to revisit and add more as our ocean learning continues. This activity supports the goal of recognizing similarities and differences in environments, sharing ideas, and problem-solving through discussion.

METACOGNITION: COMPASSIONATE

See: What details did you notice about the ocean animals in the books?

Think: What thoughts or questions came to mind while reading?

Me: Which ocean animal do you feel most connected to? Why?

We: How can we take care of the animals that live in the ocean?

PQ:

What ocean animals do you remember from the books?

What interesting fact did you learn?

How are these animals alike or different?

DIFF:

Emerging: SS will share a drawing or name of one ocean animal.

Advanced: SS will share a fact and compare two animals or describe a habitat.

MATERIALS:

Chart paper and markers

Ocean-themed books from centers

Optional: ocean animal visuals or word cards

EXIT TICKET:

SS will say or draw one ocean animal they learned about.

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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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Sequence of events

SS will explore the concept of sequencing by interacting with a digital activity where they will drag and drop images into the correct order to show the beginning, middle, and end of an event (e.g., brushing teeth, planting a seed, making a sandwich). After completing the sequence, SS will draw and label the steps of a different event in their sketchbooks, reinforcing their understanding of how to organize and describe events clearly and in order.

PQ:

What happened first?

What came next?

How did it end?

DIFF:

Emerging: SS will draw and label each step using the initial sound.

Advanced: SS will write a sentence to describe each step in the sequence.

MATERIALS:

iPads or computers with digital sequencing activity

Sketchbooks and writing tools

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Sequence of Events | English For Kids | Mind Blooming

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SS will work collaboratively in teams to create their own mazes using classroom materials such as blocks, magnets, linking cubes. Once their maze is complete, each team will test it by guiding a robotic insect (e.g., Hexbug) through the path. Teams will adjust their designs as needed based on the results. This activity supports the goal of solving problems through active exploration and peer interaction.

PQ:

What materials can we use to create paths?

What makes a maze too easy or too hard for the insect?

How can we improve our design?

DIFF:

Emerging: SS will build simple straight or curved paths and observe the insect’s movement.

Advanced: SS will include obstacles, turns, and create multi-step paths to increase challenge.

MATERIALS:

Classroom building materials (blocks, tubes, cups, cardboard strips)

Robotic insects (e.g., Hexbugs)

Large floor space or cardboard bases

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SS will tear paper using their hands and turn the pieces into small balls to fill in a template of their names. This activity strengthens fine motor skills by encouraging controlled tearing and pinching movements. It also supports creativity and spatial awareness as SS decide where to place the paper balls to complete their image.

PQ:

What happens when you tear the paper?

How can you make it small enough to fit in your drawing?

What color or piece will you use next?

DIFF:

Emerging: SS will tear and scrunch larger paper pieces to fill simple shapes.

Advanced: SS will use smaller paper pieces and fill more detailed spaces with accuracy.

MATERIALS:

Pre-drawn templates on paper

Colored paper for tearing

Glue sticks

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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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SS will explore number representation and color matching by using a number table that includes numerals and their visual representations. They will follow a color code that matches linking cube colors to specific numbers. Using this guide, SS will build towers with linking cubes according to the number and color shown in each table space. This activity supports understanding of numbers, one-to-one correspondence, and color recognition through hands-on building.

PQ:

What number are you building?

How do you know which color to use?

Can you count how many cubes are in your tower?

DIFF:

Emerging: SS will match colors and build towers for numbers up to 5.

Advanced: SS will build towers up to 10 and begin to write the number beside each tower.

MATERIALS:

Number and representation tables

Color-coded cube guides

Linking cubes

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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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ACTIVITY:
SS will dig through a sensory table filled with rice to find laminated letters from the CHUNK (H, E, F, L, I, T, U, D, P, B, A, M, N – upper and lowercase). Using their journals, they will use their phonic knowledge to build words (can be simple CVC words or longer words) and write them down, focusing on initial sounds and phonetic spelling. This activity supports letter-sound recognition, phonetic writing, and oral vocabulary development through discussion of the words they create.

PQ:

What sound does this letter make?

What word can you build with these letters?

Can you hear the first sound in your word?

DIFF:

Emerging: SS will find and name letters, match them to letter cards, and say the sound aloud. TCHs will help them write simple cvc words.

Advanced: SS will independently build and write words or create short sentences using words they formed.

MATERIALS:

Sensory table filled with rice

Laminated letter tiles from the CHUNK (upper and lowercase)

Journals

Pencils

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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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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