# data[].attributes.body
CURIOUS:

What do you see?

What do you think?

What makes you wonder?

# data[].attributes.body
Hello!

Review expectations

This or that!

MM: Hello Hummingbirds, Lets review the class agreements! Do you remember them?

Exit ticket: Lets review the letters! small assessment? (Slides)

(H E F    L I T U )

# data[].attributes.body
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

# data[].attributes.body
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

# data[].attributes.body
- 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

# data[].attributes.body
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

# data[].attributes.body
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

# data[].attributes.body
# 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

# data[].attributes.body
Students will create a Mother's Day drawing to express appreciation and reinforce fine motor and observation skills.

Description:

Students will draw a picture of their mom inside a paper heart using pencils and black markers as a Mother's Day present.

PQ:

What makes your mom special?

How can you show that in your drawing?

What details can you add to make it look like your mom?

DIFF:

Emerging: Draw a basic figure with support and label it.

Advanced: Add specific details and write a short message independently.

MATERIALES:

Paper hearts

Pencils

Black markers

# data[].attributes.body
Students will explore and compare the weight of classroom materials using balance scales, classify objects based on heaviness, and describe their observations using measurement vocabulary.

METACOGNITION: CURIOUS - see, think, wonder

PQ:

What do you see?

What do you think?

What makes you wonder?

Which object is heavier? How can you tell?

What happens when you add another object to this side?

Can you find two objects that weigh about the same?

Materials

Balance scales

Classroom objects (blocks, pencils, erasers, small toys)

Sorting trays or bins

# data[].attributes.body
-Hello!

-Review expectations

-The floor is Lava

mm: Hello Hummingbirds, what do you remember about our class bird?

What is something kind that you can tell a friend?

# data[].attributes.body
MY NAME:

Students will write and creatively decorate their name to develop fine motor skills and personal identity, and display their work as part of the classroom community documentation. (self portrait)

PQ:

How do you feel when you see your name on the wall?

What do you want others to know about your name?

Was it fun to decorate your name? What did you enjoy the most?

DIFF:

Emerging Writers: Provide name tracing sheets with their name in dotted lines.

Developing Writers: Allow students to copy their name from a name card.

Independent Writers: Encourage them to write their name without assistance and add additional elements like middle or last names if ready.

MATERIALS:

Sentence strips

color pencils

# data[].attributes.body
ACT # 2

Students will listen to a read aloud about the first day of school and then draw their favorite part of their first day of school.

PQ:

What do you think the first day of school will be like?

How do you feel on your first day of school — excited, nervous, happy?

What do you think might happen in the story?

Materials:

Read aloud book about the first day of school

White paper

Pencils

Crayons or markers

# data[].attributes.attachment_link.title
My First Day of School | Read Aloud for Preschool Students

# data[].attributes.body
Hello!

Review expectations

Just Dance / Kids bop

waka waka

MM: Hello Hummingbirds, what did you do over the weekend?

Daily affirmations

# data[].attributes.body
Class expectations:

Students will engage in a group discussion to suggest and agree on classroom rules, then work in teams to illustrate one selected rule per group to be displayed, promoting collaboration, responsibility, and shared understanding of classroom expectations.

METACOGNITION: CURIOUS - see, think, wonder

PQ:

What do you see?

What do you think?

What makes you wonder?

What do we need to feel happy and safe in our classroom?

How should we treat our friends and teachers?

What can we do to take care of our classroom and materials?

What should we do if someone feels sad or left out?

How can we be good listeners?

What helps us learn and have fun at school?

DIFF: ss who are able will write the rules

Materials:

Chart paper

Pencils, crayons, markers

Tape or clips to display work

*FIREFLY POST

# data[].attributes.attachment_link.description
Login to access and create your next design.

# data[].attributes.body
Students will observe a set of visual and auditory clues and use reasoning, memory, and prior knowledge to guess the name of a movie, practicing inference skills and making connections between images and known stories.

METACOGNITION: CURIOUS - see, think, wonder

PQ:

What do you see?

What do you think?

What makes you wonder?

PQ:

What do you see in the picture?

Do you recognize any characters or places?

What movie do you think it might be?

What clues in the picture helped you guess?

Does it remind you of a movie you’ve seen at home or in the theater?

Materials:

Canva Slides

# data[].attributes.attachment_link.description
Check out this Presentation designed by Kristel Rodriguez.

# data[].attributes.body
Students will recognize, identify, and form the letters in their names by using alphabet stamps to create their names in playdough.

PQ:

Can you find the first letter of your name? What does it look like?

What letter comes next in your name?

How do the letters look when you press them into the dough?

DIFF:

Advanced: ss who are able will write different words or only initial letters

Emerging: ss who need the extra help will have their name printed for visual aid

Materials:

Play Doh

Alphabet Stamps

*FIREFLY POST

# data[].attributes.body
Students will observe themselves in a mirror and identify key features of their face and body (e.g., eyes, nose, hair, skin color, clothing). They will apply their fine motor skills and knowledge of body parts to create a self-portrait using drawing materials such as crayons, pencils, or paint.

PQ:

What do you see in the mirror? Can you draw it

What colors do you see?

What body parts do you see?

# data[].attributes.body
-Hello

-Review ExpectationS

MM: Hello Hummingbirds, let's play a game of run and touch!

Competition: run and touch (letters/numbers/pictures of ss on board)

# data[].attributes.body
-Hello

-Review Expectations

# data[].attributes.body
“I’m grateful for my mom”

Students will engage in a mindfulness session focused on heartfulness and then create a craft with their mom, expressing messages of gratitude.

Description:

Students will participate in a mindfulness session centered on heartfulness, reflecting on things they are thankful for about their mom. Afterward, they will work together with their mom to create a meaningful craft, including heartfelt messages of appreciation.

-Intro (5')

-Brief Description: What is mindfulness? (1')

-Session Description & Explanation of activity: heartfulness (5')

-Practice (5')

-Activity: Heart (10')

-Closure: What is your takeaway from this session?

PQ:

1. What does being thankful mean to you?

2. What are some things you appreciate about your mom?

3. How can you show your love and gratitude through your craft?

DIFF:

Emerging: Share simple ideas about what they are thankful for and create the craft with guidance.

Advanced: Write multiple thoughtful messages and independently add creative details to their craft.

MATERIALES:

Craft paper

Markers/crayons

Glue

Scissors

Decorative materials (stickers, ribbons, etc.)

# data[].attributes.body
Students will create a unique design by creating a mother's day card.

PQ:

What colors would you like to use and why?

How can you move the colors to make a new design?

Materials:

cardboard

art materials

# data[].attributes.body
Students will predict, test, and observe what happens when pencils are pushed through a ziplock bag filled with water, engaging in scientific thinking by making a hypothesis, performing the experiment, and discussing the outcome.

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

PART # 2: Experimentation

Part # 3: Interactive writing to check on predictions

METACOGNITION: CURIOUS - see, think, wonder

PQ:

What do you see?

What do you think?

What makes you wonder?

What do you think will happen if we poke the pencils through the bag?

Will the water spill or stay inside?

How many pencils do you think the bag can hold before it leaks?

Do you think the bag will break?

What shape do you think the holes will make?

Can you draw what you think it will look like?

Materials:

Ziplock bags

Sharpened pencils

Water

*FIREFLY POST

# data[].attributes.body
Students will think, draw, and follow steps to make sushi rolls by first drawing the recipe together as a group and then preparing their own rolls using the ingredients, engaging in sequencing, fine motor coordination, and collaborative learning.

PART # 1:

Draw the recipe all together on the whiteboard / JOURNALS

PART # 2:

-Follow the steps to make the rolls

-Enjoy

PQ:

What ingredients do we need to make sushi rolls?

What do you think we should do first?

What tools will we use?

Can you draw each ingredient? What shape and color are they?

What steps do we need to follow, in order?

How do you think the sushi roll will look at the end?

What do you think it will taste like?

Materials:

Bread

Nutella

Manjar

Wooden Rollers

Plastic knives

Plates

*FIREFLY POST

# data[].attributes.body
Students will explore, manipulate, and create structures using kinetic sand and a variety of classroom materials.

PQ:

What can you make with the sand today?

How does the sand feel when you press or cut it?

What happens when you use different tools?

Materials:

Kinetic sand

Plastic tools (rollers, knives, scoops)

Molds (shapes, animals, geometric)

Natural objects (stones, shells, sticks)

# data[].attributes.body
Students will search for a list of specific objects in the classroom, working in groups to find and count each item, then draw the objects they found and write the corresponding number next to each drawing in their sketchbook.

PQ:

What do you see around the classroom?

Where do you think we might find a [pencil/book/crayon]?

How can we work together to find the items?

Who found something first? Can you help your teammates now?

What item are you most excited to find?

What color is the object you just found?

How many objects do you have so far?

Materials:

Object lists (one per group)

Clipboards

Sketchbooks

Pencils and crayons

# data[].attributes.body
SKETCH BOOK:

Students will follow step-by-step instructions to draw a specific object or character, using listening skills, spatial awareness, and fine motor control to create a complete drawing from guided prompts.

PQ:

What do you think we’ll draw today?

Have you ever drawn something like this before?

What shapes or lines do you think we’ll use?

What colors might we need?

Materials:

White paper

Pencils

Erasers

Crayons or markers

# data[].attributes.body
Students will review classroom spaces and routines through a guided walk or group discussion, then draw a picture of their classroom or their favorite area, reinforcing spatial awareness and memory.

PQ:

What spaces do we have in our classroom?

Where do we sit during circle time? Where do we keep our backpacks?

What do we do when we arrive at school?

Where do we go to read, play, or do art?

What do we do when it's time to clean up?

What is your favorite part of our daily routine? Why?

What space do you like visiting the most?

Materials:

White paper

Pencils

Crayons or markers

*FIREFLY POST