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-Take attendance

-Morning Message: Hello Parrots, today we’re using our sense of sight! What is something you can see right now that has your favorite color or shape? Let’s look closely and share what we find!

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-Take attendance

-Morning Message: Hello Parrots, today we are going to play a magical game to discover our school houses!

(Introduce House Games using magic hat)

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Sensory Table

SS will use scoop-a-bug tweezers to pick up and sort pom poms by color and number, reinforcing color recognition, counting, and fine motor control. This hands-on activity helps develop coordination and attention to detail through purposeful sorting and matching.

PQ:

What color are you sorting now?

How many pom poms do you need to count out?

What did you notice about how the tweezers work?

DIFF:

Emerging

SS will sort by one attribute at a time (color or number)

Advanced

SS will sort by color and number at the same time

MATERIALS:

Pom poms (variety of colors)

Scoop-a-bug tweezers

Sorting trays or mats

Number cards

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-Take attendance

-Morning Message: Hello Parrots, let’s start our day with kind words to ourselves! Can you say something like “I am strong” or “I can do hard things”? Let’s fill our morning with positive thoughts!

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Observational Walk

SS will go on an observational walk around the school, focusing on noticing different objects, places, and natural elements. After returning to the classroom, SS will draw as many things as they remember from the walk and label each drawing to strengthen observation skills, memory, and early writing.

Metacognition: Curious

SEE

What did you see during our walk?

Can you describe something small or hidden that you noticed?

What colors, shapes, or textures did you spot?

THINK

Why do you think that object or place is there?

What do you think is happening in that space?

How do you think nature and people use what you saw?

WONDER

What do you wonder about one of the things you saw?

Is there something you’re curious to explore more closely next time?

What questions do you have about how something works or got there?

DIFF:

Emerging

SS will draw a few objects and label them with initial sounds or single letters

SS will receive verbal prompts to help recall objects from the walk

Advanced

SS will write full labels or short phrases for each drawing

MATERIALS:

Sketchbooks

Pencils and colors from the caddy

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-Take attendance

-Morning Message: Hello Parrots, numbers are everywhere! Can you find a number in the classroom and tell us where you saw it? Let’s start our day by being number detectives!

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H E F

SS will find objects in the park that start with the letters H, E, or F, sort them into groups when they return to class, and make predictions about which letters they are going to learn. After sorting, SS will watch a video about the name, sound, and vocabulary for each letter. Finally, SS will draw in their journals items that start with H, E, or F and write the corresponding words on the lines.

PQ:

What object did you find and what letter does it start with?

What other words can you think of that start with H, E, or F?

DIFF:

Emerging

SS will draw one object and write the beginning letter only

Advanced

SS will write full words that match their drawings

MATERIALS:

Images that start with HEF

Video about letters H, E, F (name, sound, vocabulary)

Journals

Pencils and colors from the caddy

EXIT TICKET:

What sound does __ make?

Tell me a word with the letter __

Firefly post

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

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SS will explore Miss Wishy Washy books and search for words that begin with the letters learned during the week. They will point out and record the words they find, building letter-sound connections and practicing early reading through literature-based word hunting.

PQ:

What letter are you looking for in the story?

Can you find a word that starts with that letter?

How does the picture help you figure out the word?

DIFF:

Emerging

SS will focus on one letter and find it with support in repeated words

SS will record the words using their sketchbooks

Advanced

SS will look for multiple words for each letter

SS will record the words they find in their journals

MATERIALS:

Miss Wishy Washy books

Letter cards

Journals or sketchbooks

Pencils and colors from the caddy

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HFW I

SS will be introduced to the HFW wall. Then TCHs will encourage SS to look around the class for the new HFW (I). SS will search the classroom to find it, reinforcing word recognition through movement and observation. After, they will write in their journals about things they do in the park, applying the HFW.

PQ:
• Where have you seen this word before?
• Can you find it anywhere in the classroom?
• How can we use this word in a sentence?
• What do you like to do in the park?
• Can you use the word in your writing?

MATERIALS:
• Journals
• Pencils

EXIT TICKET:
• Share what did you write in your journal

Firefly post

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

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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.

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

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 on a visual structure, and collecting the words they encounter in books

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Number 6

SS will learn about number 6 by working in teams to find six objects in the classroom. After, SS will predict what number they are learning and find the number block 6 to confirm. They will then watch a video about number 6 and, finally, draw in their sketchbooks different ways to represent the number, such as objects, tallies, dice, or a ten frame.

PQ:

What are different ways you can show six?

Where have you seen the number six before?

MATERIALS:

Objects to collect (blocks, toys, natural materials)

Number Block 6

Video about number 6

Sketchbooks

Pencils and colors from the caddy

EXIT TICKET:

Show one way you represented six in your sketchbook

firefly post

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@Numberblocks | Six Is Here | Learn to Count

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SS are going to discover the covered letters (H, E, F) one by one and, once they discover each letter, they will write words in their journals using the corresponding letter. This will help them connect letter sounds with words, using their phonic knowledge and practicing writing simple sentences.

PQ:
• What letter do you see under the cover?
• Can you think of a word that starts with this letter?

DIFF:
Emerging

Write simple words with the discovered letter.

Advanced:

Write a sentence/ more words with the letter.

MATERIALS:
• Letters written in cardboard and covered in red and blue markers

Magnets as magnifying glass

Journals

Pencils

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SS will use headphones to listen to different sounds, words or numbers and place translucent chips on a bingo sheet that matches what they hear. This activity supports sound discrimination, listening comprehension, and word recognition through interactive auditory play.

PQ:

What sound, word or number did you hear?

Where is the match on your bingo sheet?

DIFF:

Emerging

SS will work with a simplified bingo sheet with pictures

SS will receive verbal prompts to support matching

Advanced

SS will play with more complex word or sound sets

MATERIALS:

Headphones

Audio device with sound or word tracks

Bingo sheets (with pictures or letters/words)

Translucent chips

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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.

Number Assessment 1-20

Rote counting up to 20

Use concrete material to create sets with given numbers of objects to 20

Use numbers to represent quantities to 20

Represent numbers (dice, tally, ten frame, cardinal, objects)

Ten Frame

Recognize and creates patterns

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Book: "If you give a Pig a pancake"

Ss will demonstrate reading comprehension by predicting, discussing story elements, and exploring new vocabulary through interactive read aloud strategies.

Description:

Teacher will introduce the book, prompting predictions and vocabulary discussion through cover analysis. During reading, students will pause to explore new words, answer story-related questions with elbow partners, and observe how illustrations support the text. After reading, they will identify key elements such as characters, setting, problem, and solution.

PQ:

What do you think this book is going to be about?

What clues do the pictures give you about the story?

What was the problem and how was it solved?

DIFF:

Emerging: Share ideas orally and answer basic questions with support.

Advanced: Respond independently with detail and contribute vocabulary or text connections.

MATERIALES:

Storybook: "if you give a pig a pancake"

Post-it notes for questions in advance

Markers

vocabulary cards

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SS will be introduced to the foundations of programming by using the Mouse Bots. They will observe how the bot moves, then plan, sequence, and test directions using arrows to guide the mouse toward a goal.

Metacognition: Curious

SEE

What do you see the Mouse Bot doing?

What direction did the Mouse Bot move first?

THINK

Why do you think the Mouse Bot moved that way?

What do you think will happen if you change the arrows?

What might happen if the Mouse Bot takes a wrong turn?

WONDER

What are you curious to find out about how the Mouse Bot works?

What do you wonder would happen if you gave it more or fewer arrows?

What else could you try to help the Mouse Bot reach a different goal?

MATERIALS:
• Mouse bots
• Arrow direction cards

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Patterns

Assessment Patterns

TCHs will model what a pattern is using their bodies and SS will observe, identify, and create repeating patterns. TCHs will use a visual aid (canva) to review types of patterns (AB, ABC, ABB, AAB).

Then, SS will get in teams and will reinforce recognition and creation of patterns using classroom materials they

PQ:
• What do you notice about this pattern?
• What comes next?
• Can you make a different pattern with your body?
• Where do we see patterns in real life?

DIFF:
• Emerging: Copy or extend a given pattern.
• Advanced: Create an AB, ABB, or ABC pattern.

MATERIALS:
• Class material (blocks, buttons, pompoms, linking cubes)

EXIT TICKET:
• Explain the pattern you made to the other teams.

Firefly post

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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)

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Caring

SS will learn about the importance of self-care by discussing ways they can be caring to themselves, such as eating healthy foods, resting, asking for help, and using kind words. After the discussion, SS will draw a picture in their journals showing one way they can take care of themselves and write a simple sentence starting with "I can..."

PQ:

What is one way you can be caring to yourself?

How do you feel when you take care of yourself?

Why is it important to be kind to yourself?

MATERIALS:

Journals

Pencils and colors from the caddy

Visual self-care canva

EXIT TICKET:

Say one way you will care for yourself today.

Firefly post

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I Take Care Of Myself  (children self-care routine they can proudly accomplish on their own)

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Stations (HEF)

SS will rotate through four stations to practice fine motor skills, letter recognition, and writing control: tracing large letters, building letters with materials, writing letters independently on lined paper, and sorting images and lower case letters by initial sound.

PQ:

What letter are you working with?

What helped you form your letters today?

MATERIALS:

Laminated images and letters

Playdough, sticks, and pipe cleaners for building

Lined handwriting paper and pencils from the caddy

Sorting trays

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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

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SS will strengthen their fine motor skills by removing number chips from putty and identifying the number shown. They will then use do-a-dot markers to paint the matching number of dots on paper, connecting number recognition with quantity representation through a sensory-based activity.

PQ:

What number did you find in the putty?

How can you check if you have the right amount?

DIFF:

Emerging

SS will work with numbers 1–5

SS will use a visual number line to guide dot-making

Advanced

SS will work with numbers 1–12

SS will complete a second round with two chips and add the numbers together

MATERIALS:

Putty

Number chips (1–12)

Do-a-dots

Paper with numer representations

Caddy with pencils

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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.

Predictions and observation

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Tower Race with Dice

SS will roll a die and build a tower using one block for each number rolled. They will continue rolling and stacking for 3 minutes, practicing one-to-one correspondence, number recognition, and fine motor skills during a fast-paced building challenge.

PQ:

What number did you roll?

How many blocks did you use?

What helped your tower stay tall?

DIFF:

Emerging

SS will use dot dice and count each dot with support

Advanced

SS will add together two dice before building

MATERIALS:

Dice

Blocks

Timers

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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

Manipulates and interacts with materials and their utilities (Tinker)

Repeats different actions to improve results

Creates with no instruction by tinkering with materials

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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

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SS will use concrete materials to represent numbers from 1 to 12 in different ways. They will match quantities to numerals, and show numbers using ten frames, dice, tally marks, and objects to build understanding of number concepts.
PQ:

Can you show this number in a different way?

What number comes right before/after this one?

How did you figure that out?

DIFF:

Emerging: Focus on numbers 1–6.

Advanced: Use numbers 1-20.

EXIT TICKET: Show a number in two different ways (e.g. ten frame and tally marks) and explain it to a peer.

MATERIALS NEEDED: counters, ten frames, dice, whiteboards, markers.

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SS are going to work in groups of three to trace one friends silhouette on black cardboard and then draw and label visible body parts. They will observe and recognize how our bodies are made up of different parts that help us move, see, and do things.

PQ:
• What parts of the body can you see on your silhouette?
• What do we use our arms/legs/eyes for?
• Are all body parts the same size or shape?

DIFF:
• Emerging: Draw and name basic parts (head, arms, legs) with TCHs support
• Advanced: Add details (fingers, toes, eyebrows) and label each part.

MATERIALS:
• Black cardboard
• chalk
• Tape
• Pencils

EXIT TICKET:
• Point to one body part on your drawing and say what you use it for