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Listen and Draw
SS will strengthen listening comprehension and spatial awareness by following step-by-step verbal instructions to create a drawing on a blank page. As they hear and follow directions like “Draw a square in the middle of your paper” or “Add a triangle on top,” they will also reinforce shape recognition, positional vocabulary, and fine motor coordination. This activity supports the development of attention, direction-following, and early geometry understanding in a creative and engaging way.

Skill:

Listening comprehension

Following multi-step directions

Shape recognition and spatial orientation

Fine motor control

Materials:

Blank white paper

Pencil or marker

Show the drawing

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Domino Addition Puzzle

Students will apply their knowledge of cmposition by matching domino tiles to the correct number composition on a puzzle board.

Description of Activity:

Students will solve a domino puzzle by placing domino tiles on a game board where each spot is labeled with a number. To place a domino, students must find the sum of the two sides and match it with a corresponding number on the board. This helps reinforce composing in a hands-on and engaging way.

Materials:

Dominoes set

Printable domino puzzle board (labeled with sums from 0–12)

Dry-erase markers or recording sheets (optional)

Number line (optional, for support)

Skills Targeted:

Addition and number facts

Logical thinking and problem solving

Matching quantities to numerals

Fine motor coordination

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LINE AND SHAPES ART

Students will use a variety of lines and shapes to create their own abstract piece of art, exploring pattern, symmetry, and design using colorful materials.

Description of Activity:

Students will create a bold and colorful artwork by gluing pre-cut shapes and line strips (zigzag, straight, wavy, etc.) onto a black background. They will explore how shapes and lines can be used to build patterns, express creativity, and develop fine motor skills through thoughtful placement.

Materials:

Black construction paper (as background)

Pre-cut paper strips (wavy, zigzag, straight, etc.)

Pre-cut geometric shapes (squares, circles, triangles, etc.)

Glue sticks

Optional: markers or crayons for added designs

Skills Targeted:

Fine motor (cutting, gluing)

Visual-spatial awareness

Pattern recognition

Creativity and self-expression

Early geometry (shapes and lines)

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READING AND WRITING SENTENCES
Students practiced decoding and encoding by reading high-frequency and CVC word sentences aloud and responding through writing or drawing based on auditory comprehension.

ACTIVITY DESCRIPTION:
Students worked in pairs. Each student wore a sentence on a crown (including HFW and CVC words with pictograms). One student read the sentence to their partner, who either wrote or drew what they heard.
Afterward, roles were switched. The activity supported reading fluency, listening comprehension, and sentence writing.

PQ:

What helped you understand the sentence?

How can you tell what the sentence says?

What sounds do you hear when your friend reads?

DIFF:

Students read the sentences without pictograms.

Students wrote the sentence by listening only.

Students read and wrote longer sentences with more complex words.

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LABELING SCHOOL MATERIALS
Students searched for school-related items hidden in a sensory table. Each time they found an object, they labeled it on a provided template by stretching out the word sounds.

PQ:

What sounds do you hear in this word?

How do you know which letters to write?

Why is labeling important?

DIFF:

Students who were able wrote full descriptive sentences for each item found (e.g., "This is a red crayon.").

MATERIALES:

Sentence strips with pictograms

Headbands or paper crowns

Sensory table filled with real or toy school materials

Labeling templates

Pencils, crayons, markers

Word wall for reference

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OBJECTIVE:
Students explored and compared 2D and 3D shapes by constructing them with hands-on materials, reinforcing spatial understanding and geometric vocabulary.

ACTIVITY DESCRIPTION:
Students built various 2D and 3D shapes using marshmallows and toothpicks. After constructing each figure, they observed and discussed the differences between flat and solid shapes, including edges, vertices, and faces.

PQ:

What else could you build using these materials?

How is a 3D shape different from a 2D one?

What made your shape strong or wobbly?

DIFF:

Students who were ready created more complex shapes such as pentagons, hexagons, or combined forms.

MATERIALES:

Marshmallows

Toothpicks

Shape visual cards (2D and 3D examples)

Sorting mats or labeled trays

Observation sheet (optional)

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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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COMPASSIONATE:  SEE, THINK, ME, WE

See: look closely. What do you notice? Make lots of observations

Think: What thoughts do you have?

Me: What personal connections can you make?

We: What connections can you make to the wider world and our place within it?

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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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Favorite Part – Draw, Label & Write

Students will demonstrate understanding of a Level A or B book by identifying their favorite part and representing it through drawing, labeling, and, if able, writing a sentence explaining their choice.

Description of Activity:

At the reading center, students will choose a Level A or B book from a selection. After reading (independently or with support), they will:

1. Draw their favorite part of the story in their sketchbook or template page.

2. Label the drawing using familiar words or HFW from the story.

3. (Advanced) Students who are ready will write a simple sentence explaining why that was their favorite part.

Prompt Questions (PQ):

What was your favorite part of the book?

What happened in that part?

Why did you like it the most?

Differentiation (DIFF):

Emerging: Draw and label the favorite part using one or two key words.

Advanced: Write a full sentence using sentence starters like “I like this part because…”

Materials:

Level A & B books (fiction and nonfiction)

Sketchbooks or pre-printed response sheets

Pencils, crayons, markers

Word banks or sound charts for support

HFW wall for reference

Skills Targeted:

Reading comprehension

Text-to-self connection

Drawing and labeling

Sentence construction

Vocabulary recall (HFW, thematic words)

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Lacing & Sewing Cards

OBJECTIVE:
Students practiced bilateral coordination, hand-eye coordination, and concentration through lacing and labeling tasks.

ACTIVITY DESCRIPTION:
Students used pre-made or homemade lacing cards (created from cardboard and hole punchers) and threaded shoelaces, yarn, or string through the holes. After completing the lacing, they observed the shape or figure on their card and labeled it on a separate piece of paper by stretching out the word. This added a literacy connection to the fine motor task.

PQ:

What picture did you get?

How can you write the name of your shape or figure?

What sounds do you hear in that word?

DIFF:

Students who needed support used cards with simpler images and dictated the word.

Advanced students wrote full sentences or added describing words (e.g., “This is a red star.”).

MATERIALES:

Cardboard or plastic lacing cards

Hole punchers

Shoelaces, yarn, or string

Paper and pencils for labeling

Optional: markers or crayons for card decoration

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Then & Now Sorting Cards + Build & Write

Objective: Distinguish between past and present by sorting objects, building a favorite item using craft materials, and writing about it.

Description:
Students will sort laminated picture cards into “Then” and “Now” categories. After sorting, each student chooses their favorite item from the one group and builds a simple model of it using craft sticks and cardboard pieces provided at the center.

Once their model is complete, students write a sentence describing their favorite modern item and why they like it.

PQ (Prompt Questions):

1. Which “Now” item did you choose to build? Why?

2. How is this item different from the “Then” version?

3. How does this item help people today?

DIFF (Differentiation):

Higher learners: Write a full sentence or a short paragraph about their favorite item, including a comparison to the past version.

Lower learners: Write or dictate a simple sentence (“I like the ___ because ___”) with teacher or peer support.

MATERIALES:

Laminated picture cards (Then/Now objects)

Sorting mats labeled “Then” and “Now”

Craft sticks (palitos)

Small cardboard pieces or scraps

Glue or tape (optional, but supervised)

Writing paper or sentence strips

Pencils or crayons

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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

-Daily Affirmations

Hello Hummingbirds!

Find and Fill with:

am / like / can

Let’s try to complete the sentence:

I ___ happy.

I ___ see a cat.

I ___ to read.

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-Hello

-Take attendance

-Move your body

Hello Hummingbirds!

Look at this picture… something is missing!

What part is not there?

What should we add?

Let’s label the parts together!

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-Hello

-Take attendance

-Move your body

Hello Hummingbirds!

Here we have a missing Number Riddle.

I start at 1 and stop at 10.

But there are numbers missing again!

15 13 11 10 8 6 5 3 1 __

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Number Review: 1 to 12 – Kahoot! Game

Students will recall and identify numbers 1 to 12 and their representations by participating in an interactive game of Kahoot!

Description:

In this whole-group activity, students will engage in a fun, interactive digital quiz using Kahoot! The quiz will include multiple formats such as:

Identifying numerals

Matching numerals to sets

Counting objects

Identifying number words

Students will answer on their own or in small teams, depending on available devices.

Prompt Questions (PQ):

What strategies help you remember each number?

How can you match a number word to a numeral?

Can you count the objects before the timer runs out?

Differentiation (DIFF):

Emerging: May play in pairs or with support, focus on identifying numerals.

Advanced: Work independently, read number words and solve representation questions.

Skills Targeted:

Number recognition

Number-word association

Counting and one-to-one correspondence

Visual discrimination

Materials Needed:

iPads or laptops with Kahoot! access

Projector/Smartboard for class display

Pre-made Kahoot! quiz with numbers 1–12

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Join a game of kahoot here. Kahoot! is a free game-based learning platform that makes it fun to learn - any subject, in any language, on any device, for all ages!

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-Hello

-Take attendance

-Move your body

Hello Hummingbirds!

It’s rhyme Time.

Let’s play with rhymes!

Let’s write as many as we can!

CAT RUG PIG JAM

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INTRO HFW: YOU

Students recognized and used the high-frequency word “YOU” in spoken and written sentences through peer interaction and guided journal writing.

ACTIVITY DESCRIPTION:
Students began by searching the classroom for the hidden high-frequency word “YOU.” Once found, they were divided into teams and invited to interview a partner. In pairs, they discussed preferences and asked questions to learn more about each other.

During journal time, each student drew their partner and wrote descriptive sentences using the word “you.”
Examples included:

“You are Kristel.”

“You like pizza.”

PQ:

What are high-frequency words (HFW)?

Why is it helpful to know them?

Where can we find HFW in books or writing?

DIFF:

Students who were ready wrote 3 or more sentences.

They also wrote simple questions and answers using the word “you.”

MATERIALES:

Word card: “YOU”

Clipboards or journals

Markers, crayons, pencils

HFW wall or digital slide

Partner interview cards (optional)

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Jan Richardson Sight Words | Level C | You | Jack Hartmann

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OBJECTIVE:
Students identified and practiced the letter X by labeling images, stretching out words, and writing vocabulary with beginning or ending /x/ sounds.

ACTIVITY DESCRIPTION:
Students were shown various images on the whiteboard and asked to guess the new letter based on the beginning or ending sounds.

Using the “Stretch Out the Words” technique, they labeled the pictures through interactive writing with teacher support. The activity was guided with SLIDES to reinforce phonemic awareness and spelling.

Then, students moved to their journals to draw and label objects that included the letter X.

PQ:

What words have an initial letter sound /x/?

What words have an ending sound /x/?

Where can we hear the /x/ sound in this word?

DIFF:

Students who were able wrote a complete sentence using a word that starts or ends with the letter X (e.g., "I have a box").

MATERIALES:

Whiteboard

Slides with X images (e.g., x-ray, box, fox, six)

Stretch-out word cards

Journals

Markers or pencils

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Learn the ABCs | Letter X | Super Simple ABCs | ​​🌈 Super Simple ABCs

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METACOGNITION ->CREATIVE: OPTIONS EXPLOTION

1. Listen the obvious option

2. Brainstorm all the "hidden" obvious options! Be imaginative!

3. What have I learened from these obvious options?

"Cake"

Students will analyze illustrations and text clues to make predictions and identify how a character’s understanding and emotions change throughout a story.

Description:

Before Reading

Show the cover and ask: “Who do you think Cake is? Why is he dressed like that?”

Read the title aloud and invite predictions: “What do you think this story will be about?”

During Reading

Pause after Cake gets the invitation and ask: “What kind of party do you think this will be?”

As the story progresses, ask students to look at the faces and body language of other characters.

Before turning the final pages, stop and ask: “Do you think Cake knows what’s happening? Do you know?”

After Reading

Discuss how Cake’s feelings might change from beginning to end.

Reflect on how illustrations and text together helped us understand more than Cake did.

Talk about humor and surprise in books: “Did you see that ending coming?”

Prompt Questions (PQ):

What clues in the pictures help us know more than Cake does?

How does Cake feel when he gets the invitation? How about at the party?

Have you ever been surprised by something you thought would be fun?

DIFF.

Emerging:

Use visual emotion cards or emojis to match to each scene.

Offer sentence starters: “Cake is happy when…” / “Cake feels surprised because…”

Advanced:

Invite students to write or retell the story from a new point of view (e.g., the party guests or the candle!).

Discuss dramatic irony in a simple way: “We knew more than Cake did—how did that make it fun or silly?”

Materials Needed:

Cake by Sue Hendra & Paul Linnet

Chart paper: “How Cake’s Feelings Change”

Sticky notes or icons for reactions

Optional: cake or candle puppet/prop

“Design Your Own Party Treat Character”

Students will design a unique dessert character, describe its personality, and decorate it using colors, shapes, and facial expressions to match its mood.

Description:

After reading Cake and discussing how Cake felt throughout the story, invite students to create their own party treat character—a cupcake, donut, cookie, popsicle, or even another cake! They'll choose its mood, accessories, and personality.

Steps:

Provide a template or blank paper for students to draw their dessert shape.

Have students choose a feeling or mood for their treat (happy, nervous, surprised, etc.).

Add decorations, facial expressions, arms/legs, and accessories (like Cake’s party hat and bow tie).

Write (or dictate) a short sentence:

“This is Sprinkle the Cupcake. She feels excited because she’s going to a music party!”

“My donut is shy at parties but loves dancing.”

DIFF.

Emerging: Use printed templates and have students decorate with collage materials. Provide simple emotion choices (happy, sad, excited).

Advanced: Invite students to add a short story or comic strip about their dessert character’s party experience.

Materials Needed:

Dessert character templates or plain drawing paper

Crayons, markers, googly eyes, yarn

Glue, scissors

Optional: tissue paper, sequins, pipe cleaners for decorations

Sentence starters strips or recording sheets

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OBJECTIVE (Bloom’s: Create, Evaluate):
Students created a nature-based dreamcatcher for a peer, reflecting on friendship and reinforcing their sense of belonging and empathy.

ACTIVITY DESCRIPTION:
Students created a dreamcatcher using natural materials like sticks, leaves, and yarn.

Each student was assigned or picked the name of a classmate and reflected on the qualities they appreciated in that friend.

They drew those qualities on a piece of paper (e.g., a heart for kindness, a smile for fun), then cut out the drawing and attached it to the dreamcatcher as a symbolic decoration.

The activity encouraged meaningful thinking, sharing, and creativity while promoting community-building.

PQ:

What do you like about that friend?

How can you show someone you care through art?

What symbols or drawings could represent your friend?

DIFF:

Students who were able stretched out words and wrote sentences or labels describing what they liked about their friend (e.g., "You are funny", "You help me").

MATERIALES:

Sticks, leaves, yarn, feathers

Scissors, glue

Paper for drawing

Markers or crayons

String or ribbon to hang the dreamcatchers

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SESSION #7: TURNING PIECES INTO BOOKS

Students will understand that writers can teach more by adding additional pages to their writing, turning them into books or scrolls.

Teaching Point:
“Today I want to teach you that when writers want to teach more, they add more pages to their books. We can use either a stapler to turn pages into a book, or tape pages into what people call a scroll.”

Description:
Students will begin a new writing piece, choosing a topic they know about and writing the first one or two pages.

The teacher will model adding pages to make a book or scroll.

Students will plan how they can add more information on each page to teach their reader.

At the end, students will assemble their pages with staplers or tape to create their own book or scroll.

Prompt Questions (PQ):

What will you write about?

What is something you know about and want to teach others?

DIFFERENTIATION (DIFF):

Emerging: Draw and label on each page with teacher support.

Advanced: Write two or more sentences on each page to provide extra details.

Skills Targeted:

Topic development and idea organization

Sequencing and adding details

Fine motor skills (stapling or taping)

Early bookmaking concepts

Phonics and sentence writing

Materials:

Blank writing paper

Pencils and crayons

Staplers and tape

Example of a book and scroll

Chart with sentence starters or topic ideas

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-Hello

-Take attendance

-Move your body

Hello Hummingbirds!

Can you help me labeling this drawing?

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OBJECTIVE:
Students identified 2D and 3D shapes in real-life images and used shape vocabulary to classify and label them correctly.

ACTIVITY DESCRIPTION:
Students participated in a mini lesson where they learned that some shapes are flat (2D), like square, circle, and triangle, while others are solid (3D), and their names change accordingly (e.g., square → cube, circle → sphere). The teacher presented visual examples using slides.

After the mini lesson, students searched the classroom for real images of both 2D and 3D shapes hidden around the space. Once collected, they sorted the images into two groups—2D and 3D—and labeled them using the correct vocabulary.

PQ:

Where can we find these shapes in real life?

How are 2D and 3D shapes different?

Can a shape be both 2D and 3D?

DIFF:

Students who were able stretched out the shape words (e.g., “c-u-b-e”) as they labeled the images.

Some students added extra real-life examples or made connections to objects in the classroom.

MATERIALES:

2D & 3D shape slides

Printed images of real objects (both 2D and 3D)

Sorting mats or pocket charts

Labels / word cards

Crayons, pencils, glue

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3D Shapes Song For Kids | Spheres, Cylinders, Pyramids, Cubes, & Cones

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BENJAMIN'S MOM

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Observational Experiment: Color-Changing Flowers

Students will participate in a science experiment by placing white flowers in jars filled with dyed water. Over time, they will observe changes in the petal color as the flowers absorb the colored water. SS will make predictions, discuss the changes they notice, and record their observations through drawings and labeling in their journals.

PQ:

What do you think will happen to the flowers?

What changes are you starting to see?

Why do you think the petals are changing color?

DIFF:

Emerging:

SS will use sentence starters and visuals to describe observations

SS will draw the flowers and color them to show changes

Advanced:

SS will write short prediction and reflection sentences

SS will compare the results of flowers in different colors

MATERIALS:

White flowers (e.g., carnations)

Jars or clear cups

Water

Food coloring (variety of colors)

Journals

Pencils and colors from the caddy

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Let’s Build a City – Naming & Assigning Buildings

Students will collaboratively choose a name for their city and decide which essential buildings to include, each selecting one building to represent and build.

Description of Activity:

1. City Naming Ceremony

Begin by revisiting everything they’ve learned so far about cities.

Ask: What makes our city special? What kind of city are we creating—calm, fun, eco-friendly, busy?

As a class, brainstorm several city names and write them on chart paper.

Each student gets one vote and places their name or a sticker on the name they like best.

Announce and celebrate the winning name!

2. Essential Buildings Discussion

Using a visual brainstorming session, ask students:
What buildings do we need in our city?

Create a large class chart and group ideas (e.g., hospital, school, market, fire station, park, etc.).

Guide them to select a final list of buildings that cover basic needs and interests.

3. Building Assignments

Each student picks or is assigned one building from the final list.

They will become the "architect" and "manager" of that space.

Students will begin drawing an initial sketch of their building and write 1–2 sentences about its purpose in the city.

Prompt Questions (PQ):

What should we name our city? Why?

What buildings are important for a city to work well?

Why did you choose this building? What does it offer to the people in our city?

Differentiation (DIFF):

Emerging: Students can choose from a visual list and label their building using drawings and basic words.

Advanced: Students can write a short paragraph describing their building's purpose and who uses it.

Materials:

Chart paper and markers

Sticky notes or student name tags for voting

Printed images or word cards of common buildings

Drawing paper and pencils

City Planning Journal (optional)

Skills Targeted:

Collaboration and decision-making

Vocabulary (city, building types, community roles)

Creative thinking and design

Oral communication

Early writing and labeling skills

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Training Love Toward Difficult People

Students will reflect on challenging social interactions and learn to respond with kindness and compassion through mindful practice and guided discussion.

Description:
Students will reflect on times they had a disagreement or difficult moment with a friend, sibling, or peer. As a group, they will discuss the importance of compassion even when it’s hard. Together, they will practice sending kind thoughts to someone who challenged them—this could be someone who upset them, corrected them, or hurt their feelings. The class will also "measure the room" by identifying real situations that occurred recently and directing kind thoughts to those involved, helping children build empathy and emotional regulation.

Prompt Questions (PQ):

How did you feel when you had that disagreement?

What can we do when someone makes us feel upset?

How does it feel to send kind thoughts, even when it’s hard?

Differentiation (DIFF):

Emerging: Students draw a heart and the face of the person they’re sending kind thoughts to, supported by adult language.

Advanced: Students write or dictate a full kind sentence or note, explaining why they chose that person and what kindness means in that moment.

Materials:

Class emotion cards or name sticks (optional)

Journals or kindness reflection sheets

Markers, pencils, crayons

Mindfulness bell or soft music (optional for quiet reflection)

Skills Targeted:

Emotional awareness

Compassionate thinking

Conflict resolution

Self-regulation

Perspective taking