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Word Problem Listening Center

Description:
SS will independently listen to short audio recordings labeled 1–10, each describing a simple addition word problem. After listening, SS will use a math template to draw a picture that represents the problem and then use the ten frame to solve it. They will record their answer on a recording sheet by writing the equation and matching it to the audio number. This activity reinforces comprehension, visualization, counting, and ten frame fluency.

Skill:

Listening comprehension

Counting with ten frames

Visual problem-solving

Representing math through drawing

Differentiation

Emerging: only addition word problems

Advanced: addition and substraction

Materials:

Audio recordings

Math template (drawing space + ten frame)

Recording sheet (with numbers 1–10 and answer space)

Pencil or marker

Headphones (optional for focus)

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VOWELS - SORT LONG AND SHORT SOUNDS:

Students will distinguish between long and short vowel sounds and classify words accordingly.

Description of Activity:

Ss will work in pairs to sort picture cards into two categories: Long Vowel Hat and Short Vowel Hat. After sorting, each pair will record the words they sorted by making two lists in their journals — one for short vowel sounds and one for long vowel sounds.

Prompt Questions (PQ):

How can you tell if a vowel sound is short or long?

Can you give me another word that has the same sound?

What did you notice about the words in the long vowel hat?

Differentiation (DIFF):

Emerging: Sort pictures only and say the word aloud together.

Advanced: Write the full words in their journals and add one new word of their own for each vowel sound.

Materials:

Picture cards with short and long vowel initial sounds

Two hats or hat cutouts (labeled “Long” and “Short”)

Journals

Pencils and crayons

Skills Targeted:

Phonemic awareness (identifying vowel sounds)

Categorization and sorting

Vocabulary development

Writing and recording words

Collaboration in pairs

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Life Cycle:

Students will demonstrate their understanding of animal life cycles by creating and labeling a crown that illustrates each stage.

Description of Activity

Ss will first review the life cycle of an animal (ex: butterfly, frog, or chicken) as a whole group through slides or a short read-aloud.

At the center, Ss will receive strips of paper to form a crown.

Around the crown, Ss will draw and label each stage of the animal’s life cycle in sequence (egg → caterpillar → chrysalis → butterfly).

Once complete, Ss will wear their life cycle crown and share the stages with a partner.

Prompt Questions (PQ)

What are the different stages in the life cycle of this animal?

How do the stages change from beginning to end?

Why is it important to follow the stages in order?

Differentiation (DIFF)

Emerging: Draw the stages and use teacher support or word cards to label.

Advanced: Write a short sentence for each stage (e.g., “The egg hatches.”).

Materials

Sentence strips or construction paper for crowns

Crayons, markers, pencils

Scissors, glue or tape

Visuals of the animal life cycle for reference

Skills Targeted

Understanding sequences (order of life cycles)

Science knowledge: life cycle concepts

Fine motor skills (drawing, cutting, assembling)

Writing and labeling practice

Creativity and self-expression

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Roll & Spin Storytelling

Description:
SS will boost oral language, creativity, and sequencing skills by using storytelling dice and a spinner to generate characters, settings, and events. After rolling or spinning, SS will use the visual prompts to create their own story, either verbally or through drawing. This activity strengthens narrative thinking and encourages confidence in expressive communication.

Skill:

Oral language development

Story structure and sequencing

Imaginative thinking

Materials:

Story cubes (with pictures of people, places, and objects)

Story spinner (sections for beginning, problem, character, setting, etc.)

Paper and pencil (optional: drawing template)

Optional: peer partner

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Crack the Code – Color Letter Match

Description:
SS will independently decode a series of color-coded dots by matching each color to its corresponding letter using a reference key. As they discover the hidden words, SS will practice letter recognition, develop logical thinking, and reinforce their ability to focus and follow visual patterns. This independent task also supports fine motor development through controlled writing in small boxes.

Skill:

Letter recognition

Visual discrimination and pattern decoding

Fine motor control

Independent task completion

Materials:

Crack the Code worksheet with color–letter key

Pencil

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-Hello

-Take attendance

-Move your body

Hello Hummingbirds!

Let’s look at these pairs:

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-Hello

-Take attendance

-Move your body

Hello Hummingbirds!

Let’s read together.

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-Hello

-Take attendance

-Move your body

-Daily Affirmations

Hello Hummingbirds!

Can you help me with these additions?

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Spooky masks

Students will practice fine motor skills by coloring and cutting spooky masks to create a final product they can wear.

Description of Activity

Ss will receive a spooky mask template (pumpkin, ghost, bat, monster, etc.).

First, they will color the mask with their chosen colors and designs.

Then, they will carefully cut along the lines to complete their masks.

Optional: Ss can add extra decorations (stickers, glitter, scraps of paper) to personalize their masks.

Prompt Questions (PQ)

What spooky character are you creating?

How can you make your mask unique?

Which part was the hardest to cut and why?

Differentiation (DIFF)

Emerging: Ss can receive masks with thicker outlines and larger spaces for easier cutting and coloring.

Advanced: Ss can design their own spooky mask from scratch on blank paper before coloring and cutting.

Materials

Spooky mask templates (pre-drawn or printed)

Crayons, markers, or colored pencils

Child-safe scissors

Glue, stickers, glitter, or other art supplies (optional)

Elastic bands or craft sticks to wear/display masks

Skills Targeted

Fine motor skills (cutting and coloring)

Creativity and self-expression

Following steps in a task

Hand–eye coordination

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LOWERCASE BINGO

Students will reinforce lowercase letter recognition and tracing by playing a bingo game that matches uppercase letters to lowercase letters.

Description of Activity

Ss will each CREATE their own a bingo board with lowercase letters.

A spinning wheel (or spinner) will show an uppercase letter.

Ss will have to find and mark the corresponding lowercase letter on their bingo boards.

When a student gets a row (horizontal, vertical, or diagonal), they call out “Bingo!” and then trace the winning lowercase letters on their journal as reinforcement.

Prompt Questions (PQ)

How do we know which lowercase letter matches the uppercase letter?

What do you notice about the uppercase and lowercase versions of the same letter?

Can you trace the lowercase letter we just found?

Differentiation (DIFF)

Emerging: Focus on matching letters only with support (teacher prompts or visual aids).

Advanced: After getting “Bingo,” Ss can write and trace additional words beginning with the lowercase letters they found.

Materials

Bingo boards with lowercase letters

Bingo markers (counters, chips, or crayons)

Spinning wheel with uppercase letters

Journals and pencils for tracing practice

Skills Targeted

Uppercase–lowercase letter association

Letter recognition and visual discrimination

Tracing and fine motor skills

Focus and attention to detail

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RESPONSIBILITY

Students will understand the importance of being responsible and independent by reflecting on their own actions and committing to practicing responsibility in daily life.

Description of Activity

Whole Group: Begin with a class discussion about responsibility. Use examples (taking care of our things, solving our own problems, helping at home, finishing our work). Create a quick anchor chart: What does responsibility look like?

Role-play short scenarios (e.g., dropping trash, forgetting homework, helping a friend) and ask: Was that responsible or not? Why?

Independent Act: Each student will receive a large puzzle piece. On their piece, they will draw and write one responsibility they want to work on over the next weeks (e.g., I will put away my toys, I will solve my own problems, I will finish my work).

At the end, all puzzle pieces will be put together to create a “Responsibility Puzzle” to display in class.

Prompt Questions (PQ)

What does it mean to be responsible?

Why is it important to take care of our things and ourselves?

How can you show responsibility at school and at home?

Differentiation (DIFF)

Emerging: Draw a picture of one responsible action (teacher or peer can help label it).

Advanced: Write a full sentence or two explaining their responsibility goal (e.g., I will clean up without being asked).

Materials

Large blank puzzle pieces (one per student)

Chart paper for whole group brainstorming

Markers, crayons, pencils

Tape or board space to assemble the “Responsibility Puzzle”

Skills Targeted

Social-emotional learning (responsibility, independence)

Reflection and goal setting

Writing and drawing to communicate ideas

Collaboration and class community building

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INTRO letter S

Students will recognize the new letter S by practicing its sound and trace, and creatively transforming it into something that begins with the letter S.

Description of Activity

Introduce the new letter S by modeling its sound and proper tracing on the board.

Ss will each receive a large cut-out of the letter S (construction paper).

They will transform their letter into something that starts with S (e.g., snake, sun, seahorse, star).

Afterward, Ss will share their creations and together make a class list of all the S words represented in their artwork.

Prompt Questions (PQ)

What sound does the letter S make?

What can you think of that begins with the letter S?

How did you decide what to turn your letter S into?

Differentiation (DIFF)

Emerging: Ss can trace the letter S and decorate it with drawings or stickers related to S words (e.g., small suns or stars).

Advanced: Ss can write their S word on their artwork and try to write an S sentence (e.g., “The snake is green”).

Materials

Construction paper S cut-outs

Crayons, markers, glue

Craft materials (stickers, googly eyes, tissue paper, yarn, etc.)

Chart paper to create the class list

Skills Targeted

Letter recognition (sound and formation)

Phonemic awareness (initial sound S)

Creativity and fine motor skills

Vocabulary expansion

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

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FRANCISCO MATEO

DOMENICA

ELISA

LEONARDO

BENJAMIN

FELIPE

VALERIE

VICTORIA

LUANA

LAIA

RAFAELLA

ANTONELLA

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GONZALO

RAFI

MARIANA

CAYETANA

SALVATORE

ALESSANDRO

EZEQUIEL

LARISSA

JOAQUINA

FRANCO

VIOLETA

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COMITTED: I USED TO THINK, NOW I THINK…

I am an active learner and can focus on topics that capture my interest.  I am starting to understand that learning comes from trying new things and making mistakes.

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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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-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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SCAN AND IDENTIFY THE NUMBER 1-20

(Anita has the codes)

Students will reinforce number recognition and connect number representations with numerals by scanning QR codes and coloring the correct numeral.

Description of Activity

Ss will use tablets/phones to scan QR codes placed around the room.

Each QR code will reveal a number representation (ex: ten frames, fingers, tally marks, objects, dice).

Ss will then look for the corresponding numeral on their activity sheet.

They will color the numeral that matches the scanned representation.

Continue scanning and matching until all numerals are colored.

Prompt Questions (PQ)

What number do you see in the QR code?

How do you know this is the number ___?

Can you find the matching numeral on your sheet?

Differentiation (DIFF)

Emerging: Work with fewer numbers (1–5) and simple representations (fingers, dice).

Advanced: Work with higher numbers (up to 20) and multiple representations (tallies, ten frames, objects).

Materials

QR codes with number representations

Tablets/phones to scan QR codes

Activity sheet with numerals to color

Crayons/markers

Skills Targeted

Number recognition

Connecting representations to numerals

Observation and attention to detail

Fine motor skills (coloring)

Technology use for learning

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Students will plan, design, and build their own structures, demonstrating creativity, problem-solving, and spatial reasoning skills.

Description:
In this free-choice block center, students will:

1. Plan their structure by discussing or sketching what they want to build.

2. Gather the blocks they need.

3. Construct their design, adjusting as needed.

4. Share their creation with a partner or the class, explaining what they built.

Prompt Questions (PQ):

1. What do you want to build today?

2. What shapes or blocks will you need to make your structure?

3. How will you fix it if it falls down or doesn’t look like your plan?

Differentiation (DIFF):

Emerging: Build a simple structure (tower, house, bridge) using a small number of blocks; teacher can provide guidance or examples.

Advanced: Build more complex structures (multi-level, incorporating patterns or symmetry) and describe the steps or reasoning behind their design.

Materials Needed:

Blocks of various sizes and shapes

Paper and crayons/pencils for planning (optional)

Tray or mat for building area

Skills Targeted:

Planning and sequencing

Spatial reasoning

Creativity and problem-solving

Fine motor skills

Communication and collaboration

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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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- 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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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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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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-Hello
-Take attendance
-Move your body

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INTRO number 18

Students will recognize and understand the number 18 by sequencing numbers 1–18 and constructing a puzzle of Numberblock 18.

Description of Activity

Whole Group: Introduce the new number by showing a short video or image of Numberblock 18. Discuss what makes number 18 special (1 ten and 8 ones, even number, comes after 17).

Together, count from 1 to 18 using body movements (e.g., clapping, jumping, stomping).

Independent Act: Each student will receive a puzzle of Numberblock 18 cut into 18 pieces. They must sequence the numbers from 1–18 in order to correctly build the full picture of Numberblock 18.

Prompt Questions (PQ)

What numbers make up the number 18?

How do we know what comes after 17?

What happens if we put the numbers out of order?

Differentiation (DIFF)

Emerging: Work with smaller number sequences (1–10 or 1–12) before attempting the full puzzle.

Advanced: After finishing the puzzle, decompose 18 into different number pairs (e.g., 10+8, 9+9, 12+6) using counters or blocks.

Materials

Puzzle pieces of Numberblock 18 (cut into numbered sequence pieces)

Counters or cubes for extension activity

Journals (optional: Ss can draw their completed puzzle and write “18 = 10 + 8”)

Skills Targeted

Number sequencing (1–18)

Number recognition

Problem-solving and logical thinking

Fine motor skills (puzzle building)

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SESSION # 12: Writing True Stories

Students will learn to plan their stories by touching each page as they tell their story, helping them organize their thoughts and details.

1. Connection (5 minutes)

Gather students on the carpet.

Show the mentor text and discuss how the author planned the story by thinking about what happens first, next, and last.

Explain that writers do the same by planning their stories before they start writing.

2. Teaching Point (5 minutes)

Demonstrate how to plan a story by touching each page and saying what will happen.

Model this with a simple story idea, using your fingers to represent each part of the story.

Emphasize that this helps writers organize their thoughts and details.

3. Active Engagement (10 minutes)

Invite students to think of their own story ideas.

Guide them through planning their stories by touching each page and saying what will happen, using a story planning template if available.

Encourage students to include a beginning, middle, and end in their plans.

4. Independent Writing (15 minutes)

Students will write their stories, using their plans as a guide.

Encourage them to draw pictures and write words to tell their stories.

Teacher circulates to provide support and confer with individual students.

5. Mid-Workshop Share (5 minutes)

Invite a few students to share their story plans and explain how they organized their ideas.

Provide positive feedback and encourage peers to ask questions or make comments.

6. Link (5 minutes)

Remind students that planning their stories helps them become better writers.

Encourage them to continue using their plans in future writing sessions.

Assign a simple writing task for the next session, reinforcing the importance of planning.

DIFF

Emerging Writers: Provide story planning templates with pictures to help them visualize their stories.

Advanced Writers: Encourage them to write more sentences and add details to their stories.

English Language Learners: Pair them with a buddy who can assist with vocabulary and sentence structure.

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MY COSTUME!

Students will express themselves through drawing and writing by describing their costumes using high-frequency words and descriptive vocabulary.

Description of Activity

On Costume Day, Ss will first draw a detailed picture of themselves wearing their costume in their journals.

Afterward, Ss will write a description of their costume, using sentences such as: “I am a witch. My hat is black.” or “I am a superhero. I have a cape.”

Teacher will model a drawing and a simple descriptive sentence before Ss begin.

Prompt Questions (PQ)

What are you wearing today?

What colors or special details does your costume have?

How can we use words to help others imagine our costume?

Differentiation (DIFF)

Emerging: Write one simple sentence using a high-frequency word (e.g., “I am a cat.”).

Advanced: Write two or more descriptive sentences, including colors, accessories, or actions (e.g., “I am a pirate. I have a sword and a hat.”).

Materials

Journals

Pencils and crayons

Costume day attire (students’ own)

Skills Targeted

Self-expression through drawing and writing

Sentence formation with high-frequency words (I, am, have)

Vocabulary expansion (costume-related words, colors)

Fine motor skills (drawing details, writing sentences)

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Life Cycle:

Students will understand the concept of life cycles and represent their knowledge by drawing and writing about one in their sketchbooks.

Description of Activity

Ss will watch a short video introducing life cycles (examples: humans, caterpillar/butterfly, chicken).

After viewing, Ss will participate in a guided whole-group discussion about what they noticed, how living things grow and change, and why cycles are important.

Independent work: Ss will go to their sketchbooks and draw one complete life cycle (human, caterpillar, chicken, etc.) and write about it by labeling or adding simple sentences.

Prompt Questions (PQ)

What is a life cycle?

What changes happen in each stage of the life cycle?

How are the life cycles of animals and humans similar or different?

Differentiation (DIFF)

Emerging: Draw the stages of the life cycle with teacher support and label using word cards or copied words.

Advanced: Write a sentence for each stage of the life cycle independently (e.g., “The caterpillar turns into a butterfly.”).

Materials

Video about life cycles (projector/screen)

Sketchbooks

Pencils, crayons, markers

Word cards or life cycle visuals for support

Skills Targeted

Science knowledge (life cycles, changes over time)

Observation and discussion skills

Sequencing and order

Fine motor (drawing, labeling, writing)

Vocabulary development

SLIDES

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The Life Cycle Song | Science Songs | Scratch Garden

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"You will do great things"

Students will explore themes of identity, dreams, and self-belief. They will predict events, connect the story to their own goals and families, and reflect on the idea of doing “great things” in their own lives.

Interactive Read-Aloud and Discussion

Before Reading

Show the cover. Ask:

“What do you think ‘great things’ means?”

“What is something great you dream of doing?”

“How do you think the child on the cover feels?”

Make a class chart: Big Dreams We Have (helping, learning, creating, being kind).

During Reading

Pause when the narrator tells the child: “You will do great things.” Ask:

“What do you think the narrator means?”

“How might the child feel hearing these words?”

“What dreams do you think the child has?”

Stop when the story shows family and ancestors. Ask:

“Why is it important to remember where we come from?”

“How do our families help us do great things?”

Highlight emotions: proud, hopeful, loved, inspired.

After Reading

Discuss:

“What was your favorite ‘great thing’ shown in the story?”

“How do you think the child felt at the end?”

“Who encourages you to do great things in your life?”

Add to chart: Ways We Can Do Great Things (helping, learning, sharing, creating).

Prompt Questions (PQ):

What does this story teach us about ourselves and our future?

How do you feel when someone tells you that you can do great things?

Why is it important to believe in yourself?

DIFF.

Emerging: Use picture cards (family, dream, star, heart) and emotion cards (happy, loved, proud). Practice: “I can do great things by ___.”

Advanced: Write or dictate: “One great thing I want to do is…” Create a drawing or short story showing their dream.

Optional Extension

Class anchor chart: Great Things We Can Do Together.

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Training My Body Attention

Key Idea: Our attention moves from one place to another.

Guided Practice:

1. Children sit comfortably.

2. The teacher explains: “Our attention is like a flashlight. Sometimes it is in one place, and then it can move to another.”

3. Step-by-step guidance:

“Let’s put our attention on our hands… what do you feel?”

“Now move your attention to your feet… what do you notice?”

“Let’s shift to your back… how does it feel resting on the chair?”

“Now bring your attention to your head…”

4. Repeat several times, moving from one part of the body to another.

PQ (Prompt Questions):

1. What did you feel when your attention was on your hands?

2. Was the feeling different in your feet?

3. How did it feel to move your attention from one place to another?

DIFF (Differentiation):

Emerging: Focus attention on 2–3 body parts with verbal and gesture support from the teacher.

Advanced: Focus attention on 5 or more body parts and describe the sensations in words.

Materials:

Quiet space

Mats or comfortable chairs

Skills Targeted:

Mindfulness (paying attention)

Body self-awareness

Self-regulation