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-Take attendance

-Morning Message

-Move your body

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SS will explore a variety of classroom objects and test them using magnets to decide whether each item is magnetic or non-magnetic. After testing, they will sort the objects into two groups and record their findings with a simple drawing in their journals.

PQ:

What did you test?

Did it stick to the magnet?

What do the magnetic objects have in common?

DIFF:

Emerging

SS will sort a smaller set of items and use picture labels for support

SS will draw one item from each group in their journal

Advanced

SS will test and sort independently and explain why certain objects are magnetic

SS will label their drawings and include more than one example

MATERIALS:

Magnets (wand or bar)

Mixed objects (paperclip, plastic spoon, coin, eraser, metal bolt, crayon, etc.)

Sorting mats or labeled trays: Magnetic / Non-Magnetic

Journals

Pencils and colors from the caddy

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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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HFW CAN

SS will be introduced to the high-frequency word “CAN” through an engaging class routine. They will begin by predicting what they think they will learn, then go on a quick search to find the new HFW hidden on the hallway. After watching a short video about the word “CAN,” each SS will open their journals to write “I CAN...” and draw something they are capable of doing. To close the activity, the class will collaborate to build an “I CAN” chart using their ideas and drawings.

PQ:

What do you think we will learn today?

What is a HFW?

Where can we find HFW?

MATERIALS:

HFW word card (“CAN”)

Video about the word “CAN”

Journals

Pencils and colors from the caddy

Chart paper and markers for whole class “I CAN” chart

EXIT TICKET:

Open your journal and read your “I CAN…” sentence.

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Jan Richardson Sight Words | Level A | Can | Jack Hartmann

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SS will dig through a sensory basket filled with red noodles to find picture cards of words that begin with the letters H, E, or F. After finding a card, they will use linking chains to attach it to the correct letter card, practicing beginning sound recognition, sorting, and fine motor coordination.

PQ:

What letter does your word start with?

How do you know it belongs with that letter?

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

DIFF:

Emerging

SS will match picture cards to large letter cards with adult support

SS will focus on one letter at a time

Advanced

SS will sort multiple cards and explain the sound-letter connection

SS will think of an extra word for one of the letters

MATERIALS:

Sensory basket with red noodles

Picture cards with words that start with H, E, or F

Letter cards: H, E, F

Linking chains

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What can my __ do?

SS will respond to the prompt “What can my __ do?” by choosing a person (e.g., mom, dad, teacher, friend) and drawing them doing something helpful, kind, or fun. Then, they will write a sentence describing what that person can do, supporting sentence building, real-world connections, and gratitude.

PQ:

Who are you writing about today?

What can that person do?

How does that person help you or others?

MATERIALS:

Journals

Pencils and colors from the caddy

EXIT TICKET:

Read your sentence and say what your person can do.

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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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Finger Gym

SS will begin by warming up their finger muscles with a short video that guides them through simple finger challenges to prepare their hands for fine motor work.

Finger Gym

Then, they will rotate through a set of hands-on fine motor stations designed to strengthen finger muscles, coordination, and control. Each station will involve a specific movement—squeezing, pinching, threading, or picking—helping SS develop the skills needed for writing and classroom tasks through focused, playful repetition.

PQ:

Which activity felt easy or tricky for your fingers?

What did you notice your hands doing during the task?

How do your fingers feel after all the work?

MATERIALS:

Slime and chips

Tweezers and small pom-poms

String and large beads for threading

Clothespins for pinching

Finger warm-up video

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Playdough finger movements to '5 dinosaurs' nursery rhyme. Playdoh gym gets quicker !

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SS will explore the concept of magnetism through a hands-on experiment. First, they will observe a set of classroom objects (paper clip, tape, eraser, toy animal) and predict which ones will be magnetic. Using a magnetic wand, they will then test each item by placing it on the floor and determine which ones are attracted to the magnet. After the experiment, the class will discuss the results and be introduced to the basic principles of magnetism through a teacher-led conversation.

Metacognition: Curious

SEE

What do you see happening when you use the magnet?

What do the objects look like as you test them?

Which objects stick to the magnet? Which ones don’t?

THINK

Why do you think some objects are attracted to the magnet?

What do you think magnets need in order to work?

Do you think size or shape matters? Why or why not?

WONDER

What do you wonder about how magnets work?

PQ:

What do you think will happen when we put the magnet near the object?

Why do you think that object stuck to the magnet?

Which objects were not magnetic?

What do magnetic things have in common?

Materials:

Magnetic wand

Paper clip, tape, eraser, toy animal (or similar materials)

Exit Ticket:

Name one object that was magnetic and one that was not.

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Magnet Experiment [Video] [Video] | Science experiments for preschoolers, Science for kids, Science experiments kids easy

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Learn about magnetic force with this simple magnet experiment! You only need a paper clip, tissue paper, string and a magnet to do it!

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Number of the Week: 7

SS will begin with a morning message that invites them to guess what they are going to learn today. After sharing ideas, they will search the classroom to find the hidden Numberblock 7. Once found, SS will watch a Numberblocks video about the number 7 and then work together to create the "Number of the Week" wall by filling in different ways to represent the number (fingers, dice, tallies, objects, ten frame, and numeral). Finally, SS will go to their sketchbooks to draw and represent the number 7 using a variety of formats.

PQ:

What clues helped you guess today’s number?

How can you show the number 7 in different ways?

Can you find something around you that shows the number 7?

MATERIALS:

Numberblock 7 (hidden in class)

Numberblocks video for 7

“Number of the Week” wall chart

Sketchbooks

Pencils and colors from the caddy

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@Numberblocks - The Magnificent 7 | Learn to Count |@LearningBlocks

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Anchors

Children will practice present-moment awareness by identifying body-based anchors (belly, chest, nose) and using mindful breathing to connect with the present.

PQ:

What is mindfulness?

What is an anchor?

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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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Anchors

Children will practice present-moment awareness by identifying body-based anchors (belly, chest, nose) and using mindful breathing to connect with the present.

PQ:

What is mindfulness?

What is an anchor?

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Anchors

Children will practice present-moment awareness by identifying body-based anchors (belly, chest, nose) and using mindful breathing to connect with the present.

PQ:

What is mindfulness?

What is an anchor?

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SS will create a large drawing on cardboard and use Q-tips and paint to color in their designs, strengthening fine motor control, hand-eye coordination, and creative expression through a detailed painting process.

PQ:

What did you choose to draw?

How do you use the Q-tip to stay inside the lines?

What colors did you choose and why?

DIFF:

Emerging

SS will received a drawing

Advanced

SS will mix colors or create patterns in their painting

MATERIALS:

Cardboard pieces

Pencils for drawing

Q-tips

Paint in small containers

Paper towels or paint shirts (optional)

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Anchors

Children will practice present-moment awareness by identifying body-based anchors (belly, chest, nose) and using mindful breathing to connect with the present.

PQ:

What is mindfulness?

What is an anchor?

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SS will use watercolors and do-a-dot markers to create a fun and colorful crazy hairstyle on a printed head outline. Once dry, SS will practice fine motor and scissor control by following the lines to cut along the hair, combining creativity with cutting skills.

PQ:

What colors did you choose for your crazy hair?

What helps you stay on the line while cutting?

DIFF:

Emerging

SS will use pre-drawn thick cutting lines and receive scissor guidance

Advanced

SS will cut on thinner or curved lines for more precision

MATERIALS:

Printed head outlines with cutting lines

Watercolors and do-a-dot markers

Scissors

Caddy with pencils and colors

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Sorting Balls by Number

SS will use hula hoops, brooms, and balls labeled with numbers to practice number recognition and sorting. They will sweep the balls into the correct hula hoop that matches the number shown, combining movement with counting and classification.

PQ:

What number is on your ball?

Where does that number belong?

How did you decide which hoop to use?

MATERIALS:

Hula hoops labeled with numbers

Balls labeled with numbers

Brooms

Open space for sorting

EXIT TICKET:

Pick one ball and say which number it belongs with.

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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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SS will review how letters build words and how words build sentences through an interactive whole group activity. Using letter and word cards, SS will review letter sounds, blend letters to form familiar words, and then arrange words into complete, meaningful sentences. The teacher will model each step, and SS will participate by reading aloud, identifying parts of a sentence, and creating them as a group.

PQ:

What do we need to build a word?

What’s one word you can make using the letters on the chart?

DIFF:

Emerging:

SS will copy a simple word or sentence using visual support

Advanced:

SS will build their own word and write a complete sentence

ACTIVITY:

1. Letter Review:

Show the letter cards (as in the photo)

SS name the letter and say its sound

2. Word Review:

Combine letters to model word building (e.g., “stop,” “love,” “play”)

Discuss what makes it a word

3. Sentence Review:

Model how to use the words in a sentence (e.g., “I can play.”)

Review sentence parts: capital, finger spaces, period

MATERIALS:

Letter and word cards

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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

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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 count the dots on domino pieces and match each one to the correct number written on a large table sheet. This activity strengthens one-to-one correspondence, number recognition, and fine motor control through a hands-on matching task that allows SS to engage with numbers in a playful and meaningful way.

PQ:

How many dots do you see on your domino?

Which number matches the domino you picked?

What do you notice about the dominoes with more dots?

DIFF:

Emerging

SS will work with dominoes showing totals from 0–6 and use visual number support

Advanced

SS will work with dominoes up to 12 and explain how they counted the dots

MATERIALS:

Dominoes

Large paper or table sheet with numbers written (0–12)

Marker for outlining number spaces

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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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SS will explore with water, sponges, and droppers (big and small) to strengthen hand muscles and coordination. By squeezing, transferring, and experimenting with water tools, SS will develop control and precision needed for writing and self-care tasks.

PQ:

What happens when you squeeze the sponge or dropper?

Which tool is easier or harder to use?

How can you move the water from one place to another?

DIFF:

Emerging

SS will use larger sponges and wide droppers with adult support

SS will focus on basic transfer from one container to another

Advanced

SS will use smaller droppers to fill marked levels or targets

MATERIALS:

Water bins or trays

Sponges

Big and small droppers

Cups, containers, or trays for transfer

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SS will explore the block center by building freely with various types of blocks, using creativity, spatial reasoning, and fine motor skills to design and construct structures. This open-ended activity encourages problem-solving, cooperation, and planning through hands-on exploration.

PQ:

What are you building today?

How did you make it stand or balance?

What would you change or add next time?

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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 participate in an interactive read aloud of Harrison P. Spader, Personal Space Invader to explore the importance of keeping hands to themselves and respecting others’ personal space. After the story, SS will draw a situation that shows how to respect personal space in school.

PQ:

What is personal space?

Why do I have to respect personal space?

DIFF:

Emerging

SS will draw a simple scene showing personal space with verbal support

SS will talk about their picture with a teacher or peer

Advanced

SS will write a sentence to explain their drawing

SS will give an example of when they respected someone’s space

MATERIALS:

Harrison P. Spader, Personal Space Invader (book or video)

Journals

Pencils and colors from the caddy

EXIT TICKET:

Show your drawing and explain how it shows personal space.

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Anchors

Children will practice present-moment awareness by identifying body-based anchors (belly, chest, nose) and using mindful breathing to connect with the present.

PQ:

What is mindfulness?

What is an anchor?

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If you give a pig a pancake

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:

What can you see on the cover?

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

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