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SS will explore self-expression and identity by creating a half-and-half portrait: one side is a realistic black-and-white photo of their face, while the other half is filled with colorful drawings, patterns, and symbols that represent their personality, emotions, and interests. This activity integrates art techniques with personal reflection and encourages creativity.

PQ

How can colors and patterns show feelings or ideas about who you are?

What differences do you notice between the black-and-white side and the colorful side?

If someone looked at your artwork, what could they learn about you?

DIFF:

Emerging: SS will use simple colors, shapes, and lines to decorate their portrait side with teacher support.

Advanced: SS will add complex patterns, textures, and personal symbols to reflect their unique identity, explaining their choices in writing or orally.

MATERIALS:

Black-and-white printed photo of each SS (half-face)

White drawing paper (with photo glued on one side)

Pencils and markers/colors

Scissors and glue

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UNO Card Addition

SS will practice addition by picking two UNO cards, adding the numbers together, and representing the sum with cubes or other manipulatives. This activity helps connect number recognition, addition facts, and concrete representation through hands-on play.

PQ

What two numbers did you pick?

How can we show this addition with cubes?

Can we write a number sentence for it?

DIFF:

Emerging: SS will draw two cards, count cubes to find the total, and say the sum aloud.

Advanced: SS will draw two or three cards, build with cubes, and write the number sentence (e.g., 2 + 3 = 5).

MATERIALS:

UNO cards (number cards only)

Linking cubes or counters

Paper/whiteboards and markers

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Dot Finders Exploration

SS will strengthen visual discrimination, attention, and problem-solving by using Dot Finders. Each SS will receive a card with a small pattern of colored dots. They will place the viewing frame (square) on the large dot board and search until they find the exact matching pattern. Once they find the match, they will record it by drawing or coloring the pattern on a recording sheet. This activity helps with focus, pattern recognition, and early spatial reasoning.

METACOGNITION: COMMITTED – I USED TO THINK, NOW I THINK…

I used to think looking carefully was easy, now I think it takes time and focus.

Mistakes help me see details I didn’t notice at first.

Commitment means I will keep searching until I find the correct match.

PQ:

What strategy can you use to find your dot pattern faster?

What makes some patterns easier or harder to find?

How does focusing help us in other parts of learning?

DIFF:

Emerging: SS will search with teacher support and identify simple dot combinations (2–3 colors).

Advanced: SS will search for more complex patterns (4–5 colors) and record multiple matches on their sheet.

MATERIALS:

Dot Finder mats (large dot boards)

Dot Finder cards with patterns

Viewing frame (square cutout)

Recording sheets

Pencils and crayons

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Pick, Draw, and Sort by Word Family (-at, -en, -ay)

SS will reinforce phonics and categorization skills by picking a card from the basket, reading the word aloud, drawing a picture to represent it, and then sorting it into the correct word family house (-at, -en, -ay). This will support decoding, comprehension, and spelling patterns.

PQ

What do all the words in the -at family have in common?

How does the ending sound help you know where to place the word?

Can you think of another word that belongs to the same family?

DIFF:

Emerging: SS will draw and sort with visual support (family houses labeled -at, -en, -ay).

Advanced: SS will generate and write one extra word for each family, then add it to the group.

MATERIALS:

Word family cards (-at, -en, -ay)

Sorting/recording sheet with three family houses

Basket/container for cards

Pencils and colors

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Cotton Swab Path Builder

Description:
SS will strengthen visual tracking, spatial awareness, and fine motor coordination by replicating a path shown on a visual card using blocks and cotton swabs. To increase precision and challenge fine motor control, SS will move the cotton swabs using a fork instead of their hands. SS will observe the position and direction of each segment, then copy the path using blocks as anchors and cotton swabs as connectors. This independent task also builds pre-coding logic and encourages attention to detail.

Skill:

Visual discrimination and tracking

Spatial orientation and directionality

Fine motor precision

Beginning coding logic and sequencing

Materials:

Visual path cards (with directional arrows or connector lines)

Small cubes or blocks

Cotton swabs

Fork

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Crack the Code – Color Letter Match

Description:
SS will independently decode a series of color-coded dots by matching each color to its corresponding letter using a reference key. As they discover the hidden words, SS will practice letter recognition, develop logical thinking, and reinforce their ability to focus and follow visual patterns. This independent task also supports fine motor development through controlled writing in small boxes.

Skill:

Letter recognition

Visual discrimination and pattern decoding

Fine motor control

Independent task completion

Materials:

Crack the Code worksheet with color–letter key

Pencil

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Roll & Spin Storytelling

Description:
SS will boost oral language, creativity, and sequencing skills by using storytelling dice and a spinner to generate characters, settings, and events. After rolling or spinning, SS will use the visual prompts to create their own story, either verbally or through drawing. This activity strengthens narrative thinking and encourages confidence in expressive communication.

Skill:

Oral language development

Story structure and sequencing

Imaginative thinking

Materials:

Story cubes (with pictures of people, places, and objects)

Story spinner (sections for beginning, problem, character, setting, etc.)

Paper and pencil (optional: drawing template)

Optional: peer partner

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-Hello

-Take attendance

-Move your body

Hello Hummingbirds!

Do you remember which is our new High Frequency Word?

Can you write it?

Can you write sentences with our new HFW?

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-Hello

-Take attendance

-Move your body

Hello Hummingbirds!

Let´s review the letter Jj.

Jenny has a jar of jam.

She puts the jar in her jeep.

Her jeep goes to the jungle.

A funny jaguar jumps by!

Jenny laughs and says, “Jump, jaguar, jump!”

Then she eats her jam and drinks juice.

Jenny loves the letter J!

Can you find the letters Jj that are used in the story?

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-Hello

-Take attendance

-Move your body

-Daily Affirmations

Hello Hummingbirds!

Lets count and write how many of each objects you can count.

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HFW (IT)

shared reading

Students will identify and use the high-frequency word “it” to refer to objects, animals, or things already mentioned in context.

Description of Activity

Whole Group: Students will look for the missing HFW “it” hidden around the classroom. Once found, they will paste it on the HFW wall.

Shared Reading: Read a short text or poem about a dog together. Discuss how the word “it” is used to refer to the dog once it has already been mentioned. Model identifying and underlining the word “it” in the text.

Independent Practice: In their journals, students will write short sentences using the new HFW it (e.g., It is a dog., It is big.).

Prompt Questions (PQ)

When do we use the word it?

Can you show me something in the classroom and tell me a sentence using it?

Why do you think the word it is important when we write?

Differentiation (DIFF)

Emerging: Trace and copy sentences using the word it with visual support.

Advanced: Write original sentences using it to describe different objects or animals around the classroom.

Materials

HFW word card “it” (for wall)

Shared reading text or poem about a dog

Journals and pencils

Chart paper or slides with examples of sentences using it

Skills Targeted

High-frequency word recognition

Reading comprehension

Sentence construction

Pronoun usage in context

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Jan Richardson Sight Words | Level B | It | Jack Hartmann

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INTRO ENDING SOUND

WHEEL OF NAMES

Students will identify and produce words that share the same ending sound by listening carefully and applying phonemic awareness skills.

Description of Activity

Introduction (Whole Group):
The teacher will introduce the concept of ending sounds by saying simple words (e.g., cat, dog, sun) and emphasizing the last sound in each.
Together, the class will practice repeating and identifying the ending sounds.

Activity:
Ss will participate in a game using the Wheel of Names. The wheel will display different ending letters/sounds (e.g., t, n, g, p).
When the wheel stops, the teacher will say the sound aloud, and Ss will think of a word that ends with that sound.

Each student will use their whiteboard to draw and write a word that has that ending sound.
Example: Wheel lands on t → Ss may write cat, hat, or boat.

The teacher will circulate, prompting Ss to stretch out the words and listen carefully to the ending sound.

Prompt Questions (PQ)

What do we mean by an ending sound?

How can we tell what sound a word ends with?

Can you think of another word that ends with the same sound?

Differentiation (DIFF)

Emerging: Students will identify the ending sound with teacher guidance and use picture cues.

Advanced: Students will generate and write more than one example for each sound and label their drawings.

Materials

Wheel of Names (with ending sounds)

Whiteboards and markers

Picture cards for reference (optional)

Anchor chart: “Beginning, Middle, and Ending Sounds”

Skills Targeted

Phonemic awareness (identifying ending sounds)

Sound-letter correspondence

Vocabulary development

Listening and attention

Fine motor and early writing skills

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adding and subtracting

SLIDES

Students will understand the concept of addition and subtraction and represent equations using concrete materials and symbols (+, - , =).

Description of Activity

Introduction (Whole Group):
Ss will watch a short video explaining the concept of adding and subtracting with simple examples.
After the video, the teacher will introduce the addition (+) and subtraction (–) signs and model how to use them to write equations.

Hands-On Practice:
Using concrete materials (e.g., fruit loops, counters, or buttons), Ss will participate in a guided whole-group activity to solve basic addition and subtraction problems.
Example: “You have 3 fruit loops and I give you 2 more. How many do you have now?” → 3 + 2 = 5

Independent Practice:
Ss will continue using their own sets of fruit loops to create and solve addition and subtraction equations on their whiteboards.

Prompt Questions (PQ)

What happens when we add numbers together?

What happens when we take away?

How can we show addition or subtraction using symbols?

Differentiation (DIFF)

Emerging: Solve equations with teacher guidance using visual supports and manipulatives.

Advanced: Write their own addition and subtraction equations and explain them to a partner.

Materials

Video on addition and subtraction

Fruit loops or small manipulatives

Whiteboards and markers

Math symbol cards (+, –, =)

Number cards (0–10)

Skills Targeted

Understanding addition and subtraction

Representing equations with symbols

Counting and one-to-one correspondence

Fine motor and visual-motor coordination

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Adding & Subtracting! | Mini Math Movies | Scratch Garden

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INTRO LETTER J

Jellyfish hats

Students will identify the letter J, recognize its sound, and apply their knowledge by creating and labeling items that begin with the letter J.

Description of Activity

Whole Group: Introduce the new letter J by watching a short video about its name and sound (e.g., J says /j/ like jump!). Practice saying the sound and identifying words that begin with J together.

Hands-On Activity: Each student will create a Jellyfish Hat using craft materials. On the jellyfish, students will draw pictures of objects that start with the letter J (e.g., jam, juice, jar, jump rope).

Independent Practice: Students will go to their journals and write all the words they can think of that start with the letter J, using classroom resources such as the alphabet chart or picture cards.

Prompt Questions (PQ)

What sound does the letter J make?

Can you think of words that begin with the letter J?

How can we show the letter J in our Jellyfish Hats?

Differentiation (DIFF)

Emerging: Draw pictures of words that start with J and label using the first sound.

Advanced: Write a list of J words and use them in short sentences (e.g., I like juice.).

Materials

Letter J video (phonics)

Construction paper, scissors, glue, string, and crayons

Journals and pencils

Alphabet chart and J word picture cards

Skills Targeted

Letter-sound correspondence (phonics)

Vocabulary expansion

Fine motor development (cutting, gluing, drawing)

Early writing and labeling skills

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Learn The Letter J | Let's Learn About The Alphabet | Phonics Song for Kids | Jack Hartmann

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FRANCISCO MATEO

DOMENICA

ELISA

LEONARDO

BENJAMIN

FELIPE

VALERIE

VICTORIA

LUANA

LAIA

RAFAELLA

ANTONELLA

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GONZALO

RAFI

MARIANA

CAYETANA

SALVATORE

ALESSANDRO

EZEQUIEL

LARISSA

JOAQUINA

FRANCO

VIOLETA

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CRITICAL: SAME, DIFFERENT, GAIN

Critical thinkers think of different ideas and decide on the best way to do things.

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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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-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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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)

Recognize number words (zero, one, two, three, four five six seven)

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

Include number words into writing pieces

Compare and order numbers

Mentally recognize quantity

Uses non-standard units of measurement to measure objects around them.

Recognize 2D shapes: circle, triangle, rectangle, square and hexagon.3D shapes: cylinder, sphere, cube, and cone.

Uses positional words to describe creations

Counting backwards from 10

Say the number that is one more or one less than a given number

Begins to understand the concept of addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Find the number (from 1 to 9), that makes 10 when added to the given number

Representation and model Mathematics (Problem Solving): Understand meaning of "How many"?

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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

Hears, says and writes the initial sound in words.

CHUNK:  H E F L I T U D P B A M N K V W    X Y (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

Writes own name and other things such as labels,captions

Manipulates phonemes/ identify and separate phonemes in words

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

Hears, says and writes the initial sound in words.

HFW: (I, CAN, SEE, A, LIKE, TO, MY, THE, HAVE, AM, IS, WE, YOU, IN, AND HE, ME, WENT, NO, GO))

Uses pictures to read simple sentences from left to right.

match one spoken word to one word in print, as defined by space

build vocabulary by noticing new words, discussing word meaning an visual structure, and collecting the words they encounter in books

Can segment the sounds in simple words and blend them together and knows which letters represent some of them (BLENDING)

Word families (on/at/ay)

Rhyming words

Change beginning sound

We are all writers

When we are done we have just begun (labeling)

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

Recognises rhythm in spoken words

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

6. Writing even hard-to-write ideas

Bend # 2

7. Turning pieces into books

8. Planning teaching books page by page

9. Asking and answering questions to add more

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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

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

Create shapes and letters using simple lines

Coordinates eye - hand with accuracy in cutting straight and curved lines.

Uses dominant hand for daily activities

Traces lines and letters following the correct directionality (Top to bottom, lef to right)

Uses spaces and respects limits accordingly to the task

Uses positional words to understand and complete tasks

Manipulates and differentiates sensorial stimuli

Explores different body parts to create body postures

Static balance for 10 sec

Alternates jumps using both feet

Identifies and applies appropriate postures according to the task

Participates in visual perception activities

Follows and coordinates visually movements

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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.

- Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.

Predictions and observation

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

Shows curiosity about living and nonliving things

-Shows respect for living things

Categorize objects into groups based on their qualities, similarities and differences

When unsuccessful at solving problems, experiments and adapts strategies

Early Learning Goal

Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.

-Remembers and talks about significant events in their own experience.

​​Recognize membership in family, neighborhood, school, and other groups.

-Explain why families and classrooms have rules (e.g., examples of rules and consequences).

-Identify school personnel to whom students can go for help or safety

-Follow safety procedures for school emergencies (e.g., fire drills, earthquake, intruder).

-Identify examples of honesty, responsibility, patriotism, and courage from history, literature, and folklore, as well as from everyday life (e.g., heroes and special holidays).

-Use words and phrases correctly related to chronology and time. Words to include but not limited to past, present, future, before, now, and later.

-Identify common places in their community (landmarks)

- Describe surroundings

-Recognises and describes special times or events for family or friends.

-Makes comparisons among several objects based on one or more attributes (length, size, weight) and using words such as shorter, taller, bigger, smaller, heavier, lighter.

-Recognize and investigate cause-and effect relationships in everyday experiences – pushing, pulling, kicking, rolling, or blowing objects

- Shows acceptance of persons from different cultures and ethnic groups

-Shows that he/she values others within the classroom/program, family, and community

-Knows some of the things that make them unique, and can talk about some of the similarities and differences in relation to friends or family

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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

Respect

Responsibility

Fairness

Citizenship

Trustworthiness

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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

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).

Communicates and explains their creation with details, their use and names them

Observes environment, records detailed data, makes comparisons and uses the information to create

Manipulates objects that have no instruction and gives them a purpose

Manipulates riding toys with precision

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SELF-PORTRAITS

Students will create a self-portrait using a variety of materials, applying their fine motor skills and self-awareness to represent their identity and progress over time.

Description of Activity

Students will create their November self-portrait using diverse classroom materials.
They will:

1. Look in a mirror to observe their facial features, hair, and expressions.

2. Use craft materials (yarn, fabric, colored paper, markers, buttons, etc.) to design their self-portrait.

3. Once finished, they will write their name and one sentence describing themselves (e.g., “I am kind.” or “I like to help my friends.”).

Prompt Questions (PQ)

What makes you unique?

How have you changed since your last self-portrait?

What colors and materials can you use to show who you are?

Differentiation (DIFF)

Emerging: Draw and decorate their face using basic shapes and fewer materials.

Advanced: Add detailed features (clothing, background, or favorite object) and write two or more descriptive sentences.

Materials

Mirrors

Construction paper

Yarn, fabric, buttons, tissue paper

Markers, crayons, glue, scissors

Sketchbooks or cardstock base

Skills Targeted

Fine motor skills

Observation and attention to detail

Self-awareness and identity expression

Creativity and spatial organization

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Our attention moves from one place to another.

Guided Practice:

1. Invite students to sit comfortably and close their eyes if they wish.

2. Say: “Our attention is like a flashlight. It can shine on one part of our body, and then we can move it to another.”

3. Guide them step by step:

“Let’s shine our attention on our hands… What do you feel?”

“Now move your attention to your feet… What do you notice?”

“Let’s bring our attention to our back… How does it feel resting on the chair or the floor?”

“Now, move your attention to your head… What do you feel there?”

4. Repeat a few times, moving the “flashlight” of attention around the body.

Prompt Questions (PQ):

1. What did you notice when your attention was on your hands?

2. Was it easy or hard to move your attention?

3. How did your body feel after we finished?

Differentiation (DIFF):

Emerging: Focus on only two or three parts of the body (hands, feet, head) with verbal and visual support.

Advanced: Move attention through several parts of the body and describe sensations using words like warm, tingly, heavy, light.

Materials:

Quiet space

Mats or comfortable chairs