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BUILDING WORDS

Students will choose images or toy food items and use foam letters to create corresponding word labels. This hands-on activity reinforces the concept that letters form words and that words can represent real-world objects.

Prompt Questions (PQ):

What sounds do you hear in the word for this item?

Can you find the letters that match those sounds?

How do you know if your word makes sense?

DIFFERENTIATION (DIFF):

Emerging: Match only the initial letter or use teacher support to build the word.

Advanced: Stretch out full words and write them in journals after labeling with foam letters. Write sentences using that word.

Skills Targeted:

Phonemic awareness

Letter recognition

Sound-to-symbol correspondence

Vocabulary development

Fine motor skills

Materials:

Foam (fomi) letters

Toy food items or printed images

Labels or cards for matching

Journals (optional for advanced students)

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How Many Drops to Fill the Dot?

SS will explore number sense and fine motor control by using droppers to fill in drawn circles with colored water. They will count how many drops it takes to fill each dot, reinforcing one-to-one correspondence, estimating, and precision in hand movement.

PQ:

How many drops did it take to fill your dot?

What happens if you squeeze the dropper too hard or too soft?

Did all the dots take the same number of drops?

DIFF:

Emerging

SS will work with larger dots and count with adult support

SS will focus on squeezing slowly and using one drop at a time

Advanced

SS will make predictions before dropping and compare results

SS will record how many drops each dot took and compare sizes

FIREFLY

MATERIALS:

Laminated sheets with circles

Colored water

Eye droppers

Trays

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NUMBER / QUANTITY

Students will match numerals to quantities using cut-out clothing items to reinforce counting and number recognition through hands-on practice.

Description:
Students will use number cards and paper clothing cut-outs (e.g., shirts, pants) to practice one-to-one correspondence and number recognition. They will match each numeral to the correct quantity of clothing items, reinforcing their ability to count objects and connect them to written numerals. This playful, tactile experience supports both cognitive and fine motor development.

PQ (Prompt Questions):

1. How do you know this number goes with that group of clothes?

2. What can help you double-check your counting?

3. Can you make your own group to match a number someone else picks?

DIFF (Differentiation):

Advanced: Create their own number and quantity sets, or write the numerals themselves before matching. They may also solve “missing number” challenges (e.g., given 4 shirts, what number is missing?).

Emerging: Work with numbers 1–5 and receive visual aids (e.g., dots or fingers) to support counting. They may also match using pre-grouped sets instead of loose items.

MATERIALES:

Number cards

Cut-out clothing images (e.g., shirts, pants)

Clothespins or paper clips

FIREFLY

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Exploring Level Books

Students will recognize sight words and letters in Level A books. Students will explore book features like pictures, text, and title to support reading comprehension.

Description:
SS will explore Level A books independently or in pairs. They will look at the pictures, identify letters and simple words they know, and talk about the story using prompts. They will also practice tracking print with their fingers and retelling the story in their own words.

PQ:

What do you see in the pictures?

Can you find words you know in the book?

What do you think will happen next in the story?

DIFF:

Emerging: Focus on picture exploration and letter recognition; students describe pictures and identify familiar letters or words.

Advanced: Students track print while reading and attempt to retell or predict parts of the story using simple sentences. (add level B-C books)

Materials:

Level A books

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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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Hidden Letters & Creation Station
Students will identify letters and apply phonemic awareness by creating and labeling objects that begin with each letter sound using hands-on materials.

Activity Description:

Students will dig through a tray of rice using tweezers to find hidden plastic or foam letters (H, E, F, L, I, T, U).

As they find a letter, they will identify it and think of a word that starts with that sound.

Students will use materials such as play dough or clay to create a small object that begins with the letter.

After making the object, students will label it by writing the word on a small card or using foam letters to spell the word next to their creation.

PQ:

What letter did you find?

What sound does this letter make?

What can you make that starts with this sound?

How can we write the word to match your creation?

DIFF:

Emerging: Students match the letter to a picture and label using pre-made foam letters or teacher support.

Advanced: Students write full words independently to label their creations and may combine letters found to make additional words using sensorial materials.

Materials Needed:

Tray with rice

Plastic or foam letters (H, E, F, L, I, T, U)

Tweezers

Play dough or clay

Word cards (optional for support)

Foam letters

Blank labeling cards and markers/pencils

-------------------------------

LISTEN AND COLOR

SS will wear headphones and listen to an audio recording that plays letter names, letter sounds, and initial sounds in words for the letters H, E, F, L, I, T, and U.

As they listen, SS will search for and circle the matching letters on a large sheet of paper filled with scattered letters. This activity strengthens auditory discrimination, letter recognition, and sound-letter correspondence as SS link sounds to letters and name and sound the letters of the alphabet.

PQ:

What letter sound did you hear?

Can you find the matching letter on your sheet?

What word do you know that starts with that letter?

DIFF:

Emerging:

SS will listen to one letter sound at a time with adult support and find a small set of target letters

SS will use a letter reference strip as a guide

Advanced:

SS will listen and respond independently, circling letters quickly and accurately

SS will write a word that starts with one of the letters they found

MATERIALS:

Audio recording with letter names, sounds, and words (H, E, F, L, I, T, U)

Headphones

Large sheet filled with scattered letters

Marker or dot marker

Optional: mini whiteboards for extension writing

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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

MM: Hello Hummingbirds, Complete the missing letters:

_pple.

_alloon

_ar

_ig

_at

-Daily Affirmations

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Mosaic Art

Students will create a mosaic using small pieces of colored paper to express creativity and develop fine motor skills.

Description:

Students will use small pieces of colored paper to create a mosaic on a sheet of contact paper. They may rip or cut the paper, then stick the pieces to create a design, shape, or pattern. After completing the mosaic, they will label their creation using word cards or by writing on a label strip.

Prompt Questions (PQ):

What are you creating in your mosaic?

Why did you choose those colors or shapes?

Can you label your mosaic and tell us what it represents?

DIFF:

Emerging: Provide stencils or outlines (e.g., heart, sun, house) and assist with ripping or cutting. Offer pre-written labels or letter stamps.

Advanced: Encourage students to create their own design from scratch and write a descriptive label or short sentence about their artwork.

Skills Targeted:

Fine motor (cutting, ripping, placing paper)

Creativity and planning

Language development through labeling

Visual-spatial awareness

Materials Needed:

Colored paper scraps

Safety scissors

Contact paper sheets

Markers or pencils

Label strips or sticky notes

Word cards (optional for support)

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-Hello

-Take attendance

-Move your body

MM: Hello Hummingbirds, Please circle the one that doesnt belong.

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-Hello

-Take attendance

-Move your body

MM: Hello Hummingbirds, Please write the number to the quantity.

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-Hello

-Take attendance

-Move your body

MM:

Welcome message on the board with missing number:
"Today we are going to discover a special number. It comes after 8... can you guess it?"

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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 "LIKE"

“I LIKE...” TASTE & TALK PARTY

Students will recognize and begin to use the high frequency word "like" in oral and written form.

Description:

SLIDES <-----

Set up a simple snack-tasting activity where students get to try a few different snacks (e.g., potato chips, gummy bears, animal crackers). After each taste, students will respond with “I like ___” or “I don’t like ___” while referring to a sentence strip model.

Write the sentence “I like ___.” on the board and read it aloud. Emphasize the word “like”. Point out its spelling, sound, and shape.

After tasting all snacks, invite each student to choose their favorite and complete the sentence in their journals:
“I like ___.” They can either dictate or attempt to write it on their journals, accompanied by a drawing of the snack.

PQ:

What snack do you like best?

Can you read this sentence: “I like ___”?

What letters do you see in the word “like”?

DIFF:

Emerging: Students will point to or circle the word “like” in a printed sentence. Support with visual cues and oral repetition.

Advanced: Students will attempt to write the full sentence independently and add a second sentence (e.g., “I like chips. They are crunchy.”)

Skills Targeted:

High frequency word recognition (“like”)

Oral language development

Early sentence structure

Fine motor skills (drawing/writing)

Making choices and expressing preferences

Materials Needed:

Small portions of snacks (e.g., chips, gummies, animal crackers)

journals

Crayons or pencils

Visual word card for “like”

Whiteboard or chart with “I like ___” model

FIREFLY

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

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Collaborate in groups to design and create a poster about weightlifting using a variety of materials.

Description:
Students will work in groups to assemble different sections of a poster about the sport of weightlifting for the mini-Olympics. They will fill the poster with creative materials and visual elements.

PQ:

What parts should a poster about weightlifting include?

How can you work together as a group to complete the poster?

What materials would you like to use to represent this sport?

DIFF:

Emerging: Participate by gluing materials and completing simple parts of the poster with support.

Advanced: Write or draw key elements of the sport and visually organize a section of the poster independently.

MATERIALES:

Large poster board

Printed images or drawings of weightlifting

Glue, scissors

Colored paper, fabric, markers, tape

Recyclable materials (bottle caps, cardboard, etc.)

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-Hello

-Take attendance

-Move your body

MM: Hello Hummingbirds, Observe and circle the ones that will float and cross the ones that will sink. Can you think of why they sink or float?

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# 2 - "WHEN WE ARE DONE WE HAVE JUST BEGUN"

Helping ss get ideas on paper

Students will review and practice proper use of their journals, including drawing/writing spaces, using support tools like the “What can I write?” chart, and following the Super Writer steps.

mini lesson (explain: your job is to listen, after you get to work independently)

writers go back at their writing and see if they can add more to it.

you can go back to an old piece and add more details becuse when we are done we have just begun

Whole Group Review:

1. Review Journal Expectations:

Where to draw (top/bottom of the page depending on your format)

Where to write

How to find the next blank page

2. Introduce/Review the “What Can I Write?” Chart:

Show the chart and discuss how it can help them come up with ideas.

Emphasize using it when they don’t know what to draw or write about.

3. Teach/Review Super Writer Steps:

Think: Think about your idea.

Draw: Draw with care and detail.

Color: Add color to your drawing.

Label: Try to label your picture using the first letter sound (ex: pool = "P", beach = "B")

Prompt Question (PQ):

When can we use the chart?

Independent Activity:

Ss will open their journals, find a blank page, and complete their entry following the Super Writer steps.

They may use the “What Can I Write?” chart for ideas.

Students will label their drawings with the first sound of key words (or stretch out the word if they are able).

DIFF:

Emerging: Label drawings with just the first sound (e.g., "P" for pool).

Advanced: Stretch out words to label more completely and attempt to write a simple sentence.

Materials Needed:

Student journals

Pencils and crayons

“What Can I Write?” chart visible

Alphabet sound chart (optional for support)

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FRIENDS FAMILY SCHOOL ANIMALS FOOD TOYS BIRTHDAYS VACATIONS

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INTRO NUMBER 9

Students will explore the number 9 by identifying and representing it in multiple ways (numeral, word, tally, dice, fingers, objects, and ten frame).

Morning Message:

Welcome message on the board with missing number:
"Today we are going to discover a special number. It comes after 8... can you guess it?"

Discuss as a class and reveal the number 9. Show the numeral and number word.

Whole Group Exploration:

1. Watch & Learn:
Play a short Numberblocks episode about number 9 to introduce the concept in a fun and visual way.

2. Show and Represent:
Use a chart or poster and fill it in with the class to show number 9:

Numeral: 9

Word: nine

Fingers: show 9 fingers

Tally Marks: |||| |||| |

Dice Representation

Ten Frame with 9 counters

9 Objects: count out 9 items (buttons, blocks, etc.)

3. Movement Break:
Ask students to do 9 claps, 9 jumps, or 9 spins—connecting the number to movement and rhythm.

Independent Practice (Hands-on):

Create a “Number 9 Booklet”
Each student will get a small folded paper booklet with 6 spaces. In each space they will:

Trace the numeral 9

Write the word "nine"

Draw 9 items (stars, hearts, etc.)

Fill a ten frame with 9 dots

Show 9 tallies

Stamp 9 times with a bingo marker or stamp

Prompt Questions (PQ):

What ways can we show the number 9?

Can you find 9 of something in the classroom?

How is 9 different from 8?

Can you show 9 on your fingers in a different way?

Skills Targeted:

Number recognition

Counting and quantity association

Fine motor (writing, drawing, stamping)

One-to-one correspondence

Number sense

FIREFLY

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@Numberblocks- Super Strong Number 9 | Learn to Count

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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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DISCUSSION: Similarities and Differences

Students will observe and describe physical traits, identifying similarities and differences between themselves and their classmates.

Whole Group Activity:

1. Video – Begin by watching a short, age-appropriate video about how people can look different and similar (focus on hair, eyes, skin, height, etc.).

2. Classroom Discussion – Ask:

What did you notice in the video?

How are the people in the video different? How are they the same?

3. Live Comparison – Choose one boy and one girl from the class. As a group, describe how they are similar and how they are different using simple describing words (e.g., tall/short, curly/straight hair, glasses/no glasses, etc.). Write some descriptors on the board for reference.

INDEPENDENT ACTIVITY:

"Me and My Friend" Sketchbook Task

Ss will draw a picture of themselves and a friend.

Next to each person, they will label one way they are the same and one way they are different (e.g., “both have brown eyes” / “I have short hair, she has long hair”).

Prompt Questions (PQ):

What do you and your friend have in common?

How are you different from your friend?

Why is it good to be different and the same?

DIFF:

Emerging: Students can draw and use picture-word cards to label features (e.g., hair, eyes).

Advanced: Students can write full sentences: “We both have brown eyes.” / “I have glasses. He does not.”

Skills Targeted:

Observation and comparison

Descriptive language

Social-emotional awareness

Drawing and labeling

Fine motor development

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Sesame Street: We're Different, We're the Same | Read Along Series

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"The Imposter"

Students will make predictions based on visual and textual clues, decode expressive language in speech bubbles, and analyze the story’s message about being yourself and finding where you belong.

Description:

Start by observing the front cover and discussing the title The Imposter. Guide students to make predictions about the story and character. Read aloud the first part of the book using a pointer. Pause at speech bubbles or expressive words (e.g., “woof!”, “sniff!”, “yikes!”), covering them with sticky notes to practice decoding using picture clues, beginning sounds, and context. After reading, lead a reflection on Skunk’s desire to be accepted and how the animals respond to him.

PQ:

What do you think the word “Imposter” means? Who might be pretending in this story?

Why do you think Skunk wants to be a dog? What do dogs seem to have that Skunk wants?

What does this story teach us about belonging or being yourself?

DIFF.

Emerging:

Decode simpler sound words from speech bubbles (“woof,” “dog,” “run”).

Use character visuals to support vocabulary and feelings.

Provide verbal or visual choices for answering questions.

Advanced:

Decode longer or expressive words in speech bubbles (“imposter,” “family,” “accepted”).

Reflect on the deeper message of the story and how Skunk changes.

Write or share how they’ve felt like an “imposter” or wished to belong.

Materials:

The Imposter book

Chart paper or whiteboard for predictions or theme chart

Pointer

Sticky notes for word decoding

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Sink or Float – Boat Challenge

Students will explore the concept of buoyancy by designing and testing boats, then observing if they sink or float and how much weight they can hold.

Activity Description:

1. Introduction:

Begin with a brief discussion: “What do you think makes something float or sink?”

Show different materials and ask for predictions: “Will this float or sink?”

2. Group Challenge:

In small groups, students will design and build a boat using a mix of materials (e.g., foil, straws, paper, popsicle sticks, cups).

Once built, each boat will be placed in a tub of water to test:

Does it float?

Can it carry small weights (like coins or counting bears)?

How long can it stay floating?

3. Experimentation:

Students can modify and retest their boats.

Record how many weights each boat holds before sinking.

4. Group Share and Reflect:

Discuss results together. Celebrate all attempts and learning moments!

Prompt Questions (PQ):

Why do you think your boat did or didn't float?

What can you do to fix it?

How many seconds do you want your boat to float? Was it a lot of time?

DIFF (Differentiation):

Emerging: Students focus on building and observing whether the boat floats or sinks.

Advanced: Students experiment with redesigning their boat to hold more weight or float longer and explain their reasoning.

Skills Targeted:

Critical thinking and prediction

Collaboration and communication

Fine motor skills

Scientific observation and reasoning

Measurement (time and weight)

Materials Needed:

Tubs or bins filled with water

Aluminum foil

Straws, popsicle sticks, plastic cups, tape

Small weights (coins, bears, rocks)

Timers (optional)

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The Things We Have in Common – Peer Interview

Students will identify similarities and differences between themselves and their peers by conducting simple interviews and recording shared preferences.

Activity Description:

1. Introduction:

Begin with a short group discussion: "Do we all like the same things?"

Explain that today, they will be interviewing a classmate to learn about their favorite things.

2. Model the Process:

Role-play how to ask a question politely and how to answer:

“What food do you like?”

“What color do you like?”

“What sport do you like?”

“What animal do you like?”

3. Peer Interview:

Pair students or let them choose a partner.

Each student will ask and answer the 4 interview questions.

Teachers can provide a simple worksheet or chart to record answers using pictures, words, or check marks.

4. Whole Group Discussion:

Come back together and make a class chart with two columns:

“Things We Have in Common”

“Things That Make Us Unique”

Discuss the answers and place tallies or visuals (e.g., icons of pizza, cats, soccer ball) on the chart.

Prompt Questions (PQ):

What are the things that you like?

What are the things the Hummingbirds have in common?

DIFF (Differentiation):

Emerging: Students can draw or use picture cards to communicate their preferences.

Advanced: Students can write down their partner’s answers and form complete sentences.

Materials Needed:

Interview recording sheets (optional: pre-filled with visuals for emerging learners)

Journals

Markers/pens

Chart paper for whole group reflection

Picture cards or icons for food, colors, animals, and sports (optional support)

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Mini Lesson: Sentences and Finger Spaces

Students will understand what a sentence is and the importance of using finger spaces when writing.

Whole Group Discussion:

SLIDES <-----

Begin by showing a messy sentence (no no. sentence) without finger spaces on the board and ask:
"Can we read this easily?"

Then rewrite it with proper finger spacing (yes yes sentence)

Explain that finger spaces help us understand where one word ends and the next begins.

Demonstrate how to use a finger (or a finger space tool) to leave space between words.

Prompt Questions (PQ):

What is a finger space?

When do we use finger spaces?

Why are they important?

Independent Activity:
Students will look at sentences projected on the whiteboard / no no sentences (e.g., “iseeacat”).

They will copy the sentence in their journals, using finger spaces and proper sentence formation.

Then, they will create and write a sentence of their own, remembering to use finger spaces.

Materials:

Sentence strips with models

Journals or writing paper

Pencils

Finger space tools or popsicle sticks

DIFF:

Emerging: Trace and copy short sentences with finger spaces.

Advanced: Compose their own sentences and help the teacher write new ones on the board with correct spacing.

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Spacing Between Words | Early Literacy Concepts | Reading & Writing | Kids Academy

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COLLABORATIVE: think, pair, share

Listen to the question

Think about the answers you would give

Pair with a partner to share your thoughts and ideas

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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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Week #5: Breathing Stillness

Students will practice mindful breathing by focusing on their hands and feet to anchor their body and reduce impulses. They will begin to make the conscious choice to stay still.

Whole Group Mindfulness Practice

1. Have all students sit comfortably in a circle, with their hands resting on their laps and feet flat on the floor.

2. Ask them to close their eyes if they feel comfortable.

3. Guide them to focus on their hands. Say:
“Let’s imagine our hands are breathing. When we breathe in, our hands fill with calm. When we breathe out, our hands relax.”

4. Next, guide their attention to their feet. Say:
“Now let’s imagine our feet are breathing too. When we breathe in, our feet feel still and heavy. When we breathe out, our feet rest.”

5. Continue this guided breathing for 2–3 minutes.

6. Close the practice by having everyone say together:
“I choose to be still.”

Prompt Questions (PQ):

What did you notice when you focused on your hands and feet?

How did it feel to imagine your hands and feet breathing?

When do you think this practice could help you during the day?

Skills Targeted:

Self-regulation

Body awareness

Mindfulness

Impulse control

Focus and attention