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-Hello

-Take attendance

-Move your body

SCHOOL HOUSES ACTIVITY

MMessage: Hello Hummingbirds, What house do you belong to? what are the school houses?

Label each house :)

-Daily affirmation

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CURIOUS:

What do you see?

What do you think?

What makes you wonder?

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EXPLORATION:

Ss will investigate sensory properties of various materials and objects through direct exploration.

Description:
Students will explore different sensory materials and classroom objects, observing and describing textures, temperatures, and other sensory attributes.

PQ:

What do you feel when you touch the material?

Do you like the way it feels? Why or why not?

How are the materials you explored different from each other?

DIFF:

Emerging: Describe basic sensations (soft, hard, rough) with support.

Advanced: Compare and contrast multiple sensory experiences using descriptive language.

MATERIALES:

Sensory bins (sand, water, beans, etc.)

Classroom objects (blocks, fabric, plastic toys)

Towels or trays for organization

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DARK ROOM LABELING:

Use learned letters (H, E, F) to label images discovered through a sensory exploration activity.

Description:
Students will use flashlights to find hidden images in a dark room and draw and label them on a whiteboard using the letters H, E, and F learned during the week.

PQ:

What is a label?

Why do we label things?

How can the letters H, E, and F help us start a word?

DIFF:

Emerging: Label images using initial letters (H, E, F) with visual support.

Advanced: Stretch out words to write full phonetic spellings.

MATERIALES:

Flashlights

Hidden images

Whiteboard or large chart paper

Markers

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SEARCH AND WRITE:

Identify and sequence letters to form personal names through a sensory letter hunt activity.

Description:
Students will dig through sand to find foamy letters, then arrange the letters in the correct order to spell their names.

PQ:

What letters do you need to spell your name?

How do you know which letter comes next in your name?

What helps you remember the order of the letters in your name?

DIFF:

Emerging: Find and sequence letters of their own name with support.

Advanced: Create and spell CVC words to match corresponding picture cards.

MATERIALES:

Sand bin

Foamy letters

Name cards (optional for reference)

Picture cards for CVC word matching

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FRUIT LOOP PATTERNS:

Design and construct repeating patterns using colors and quantities with lacing materials.

Description:
Students will design a color pattern using Fruit Loops and create necklaces by lacing them onto pipe cleaners, practicing pattern recognition and creation.

PQ:

What is a pattern?

Where can you find patterns around you?

How can you create your own pattern using different colors?

DIFF:

Emerging: Copy a simple AB pattern using provided examples.

Advanced: Choose quantities and colors to create and extend an original pattern.

MATERIALES:

Fruit Loops

Pipe cleaners

Pattern examples (visual prompts)

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COLOR BY CODE (WATERCOLORS)

SS will use watercolors to paint a drawing by following a color code based on letters, numbers, or simple additions, applying recognition and matching skills while exploring color and fine motor control through painting.

PQ:

How do you know which color goes in each part?

What did you notice while you were painting?

DIFF:

Emerging: SS will use a simplified version of the coloring sheet.

Advanced: SS will use a mixed code including simple additions

MATERIALS:

Watercolor sets and brushes

Printed coloring sheets with code sections

Cups of water and paper towels

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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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-Hello

-Take attendance

-Move your body

-Message: Hello Hummingbirds, Complete the patterns.

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-Hello

-Take attendance

-Move your body

-Message: Hello Hummingbirds, Tell us a sentence using the HFW I.

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-Hello

-Take attendance

-Move your body

-MMessage: Hello Hummingbirds, Follow the actions using the HFW I.

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INTRO H,E,F

Students will apply letter knowledge by identifying, tracing, and recognizing the sounds of H, E, and F, and practicing through drawing and labeling in their journals.

Description:

Students will identify the letters H, E, and F, practice tracing them, recognize their sounds, and then go to their journals to draw and, if able, label objects that begin with those letters.

PQ:

1. What sound does each letter make?

2. Can you think of something that starts with H, E, or F?

3. How can we show what we know in our journals?

DIFF:

Emerging: Trace letters and draw one object for each with support.

Advanced: Write the letter, draw multiple related objects, and label them independently.

MATERIALES:

Markers/pencils

Journals

Visual aids for H, E, F words

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NUMBER OF THE WEEK # 6

Ss will identify, represent, and compose the number 6 using multiple formats and materials to develop number sense and quantity association.

Description:
Students will search for the hidden number block 6, add it to the number of the week wall, and draw different representations of the number 6 on the white board.

Independent act: Ss will work in their sketchbooks drawing the different representations of number 6

PQ:

How can you represent the number 6?

What lines or shapes do you use to write the number 6?

Where can you find the number 6 around you?

DIFF:

Emerging: Draw quantities that represent 6 using pictures or dots.

Advanced: Write the number word "six" and compose the number using concrete materials.

MATERIALS:

Number block 6

Number of the week wall

Sketchbooks

Crayons or pencils

Concrete materials (counters, cubes, beads)

*FIREFLY POST

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@Numberblocks- The Number Six | Learn to Count

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PATTERNS

Students will apply their understanding of patterns by creating AB, ABC, and AAB patterns using materials from the classroom.

Description:

Students will review patterns by watching a video and observing examples with magnets. Then, working in teams, they will collect classroom materials in a ziplock bag and create their own patterns. They will be encouraged to identify and build different types of patterns.

-OBSERVE

- Video

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

Group Activity: 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:

1. What is a pattern?

2. Do you remember how to make one?

3. What materials can we use to create a pattern?

DIFF:

Emerging: Create simple AB patterns with support.

Advanced: Create more complex patterns (ABC, AAB) independently.

MATERIALS:

Magnets

Ziplock bags

Classroom materials (blocks, crayons, etc.)

*FIREFLY POST

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Patterns! | Mini Math Movies | Scratch Garden

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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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INTRO HFW "I"

Students will recognize and recall the High Frequency Word (HFW) "I" through interactive activities and routines.

Description:

Students will be introduced to the HFW wall. They will find the first HFW ("I") hidden in the playground and place it on the wall. After watching a video, they will act out the word. Then, students will draw themselves in their journals and write the word "I".

(JOURNAL)

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Exit Ticket: Classroom password - paste the hfw on the door, every time ss come into the class they will have to read the HFW, press the button, listen to the recording, and repeat the HFW.

PQ:

1. What is a HFW?

2. Where did you find the HFW "I"?

3. How can we use the word "I" in a sentence?

DIFF:

Emerging: Recognize and write the HFW "I" with support.

Advanced: Write a simple sentence using "I" (e.g., "I play.").

MATERIALS:

HFW "I" printed card

Journal

Markers/crayons

recording button

password

*FIREFLY POST

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Sight Word 'i' for Kids | Teach 'i' Tricky Words to Children

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LETTER STATIONS

Students will apply correct letter formation and recognize letter sounds (H, E, F) by tracing and building letters using different materials.

Description:

Students will rotate through different stations to practice forming the letters H, E, and F with chalk, playdough, building blocks, whiteboards, and linking cubes, while reinforcing their recognition of each letter's sound.

chalk

playdough

building blocks

whiteboards

linking cubes

PQ:

What are stations and how do we use them?

What shapes or lines do we need to create the letters H, E, and F?

How can practicing with different materials help us remember the letters?

DIFF:

Emerging: Trace letters with guidance and identify at least one letter sound.

Advanced: Independently form all letters with correct strokes and match each to its sound.

MATERIALES:

Chalk and sponges

Building blocks

Playdough

Whiteboards and markers

Linking cubes

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Ss will interpret emotions and caring behaviors from visual stimuli and express their understanding through body movement, supporting emotional literacy and nonverbal communication.

Description:
Students will observe different snapshots portraying caring actions, discuss the emotions they recognize, and physically represent how each image makes them feel.

PQ:

How does what you see in the image make you feel?

What caring actions do you notice in the pictures?

How can you show with your body how someone feels when they are cared for?

DIFF:

Emerging: Identify basic emotions from images and mimic simple expressions or postures.

Advanced: Describe emotions in detail and create more complex body poses to represent them.

MATERIALS:

Printed snapshots or images showing caring behaviors

Open space for movement

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METACOGNITION

CURIOUS: see, think, wonder

MILK EXPERIMENT

Students will create predictions and observe outcomes through a science experiment to develop critical thinking and observation skills.

Description:

Students will predict what will happen during the milk, soap, and food coloring experiment by drawing their predictions in their journals. Then, they will conduct the experiment and observe the results. Finally, students will participate in interactive writing to compare predictions with actual outcomes.

PQ:

1. What is a prediction?

2. When do we make predictions?

3. What happened in our experiment?

4. What do you see?

5. What do you think?

6. What makes you wonder?

DIFF:

Emerging: Draw simple predictions and describe observations with guidance.

Advanced: Draw detailed predictions and participate actively in comparing results.

MATERIALS:

Milk

Food coloring

Liquid soap

Bowls or trays

Journals

Markers/crayons

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Book: "The good Egg"

Students will analyze the front cover of a book to make predictions about the story, developing observation, communication, and inferencing skills.

Description:

Teacher will introduce the book by reading the title aloud. Students will observe the front cover, discuss their observations and predictions with an elbow partner, and then share their ideas with the whole class.

Independent Act: Students will create a character from a read aloud using different materials to develop creativity, comprehension, and fine motor skills.

PQ:

1. What can you see on the cover?

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

3. Why do you think that based on the pictures?

DIFF:

Emerging: Share a simple observation or prediction with support.

Advanced: Provide detailed predictions using evidence from the cover.

MATERIALS:

Book

Whiteboard and markers (for listing predictions)

cardboard

art materials

vocabulary cards

*FIREFLY POST

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🥚 Kids Read Aloud: THE GOOD EGG by Jory John and Pete Oswald You don't have to be Grade A perfect!

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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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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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-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 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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Practice:

-“Monkey Breathes 5 Times” (app game)

-1 minute meditation

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Practice:

-“Monkey Breathes 5 Times” (app game)

-1 minute meditation

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Practice:

-“Monkey Breathes 5 Times” (app game)

-1 minute meditation

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Identify anchor spots in the body for mindful breathing and practice controlled breathing using visual support.

Description:
Students will learn about mindful breathing by identifying where they can feel their breath (belly, chest, nose) and practicing inhale/exhale techniques using a breathing ball as a visual guide.

PQ:

Where in your body can you feel your breath the most?

How does your body change when you breathe in and out?

Why is it helpful to notice your breathing?

DIFF:

Emerging: Identify one anchor spot and follow breathing with modeled support.

Advanced: Identify all three anchor spots and lead a short breathing practice for peers.

MATERIALES:

Breathing ball (expandable ball)

Visual chart showing belly, chest, and nose

Calm open space for sitting