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Kite Math & Bead Counting

Students will practice addition facts while strengthening fine motor skills by threading beads onto pipe cleaners.

Description:
Students pick a kite card with an addition problem (e.g., 4 + 1). They solve the problem and then thread the correct number of beads onto a pipe cleaner “kite tail.” This combines math fluency with fine motor development.

Prompt Questions (PQ):

What addition problem do you have?

How many beads will you need?

How can you check your answer?

Differentiation (DIFF):

Emerging: Use smaller numbers or provide a number line for support.

Advanced: Create their own kite cards with higher addition or subtraction problems and solve them.

Materials Needed:

Kite-shaped math cards with addition problems

Pipe cleaners

Beads (variety of colors)

Number line (optional support)

Skills Targeted:

Addition fluency

Counting and one-to-one correspondence

Fine motor (bead threading)

Problem-solving and checking work

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Students will develop active listening skills, practice critical thinking, and expand vocabulary by listening to and solving simple riddles.

Cc will listen to an audio starting with a Warm Up with simple commands for it’s understanding. A quick listening game like “Simon Says” to get them focus. Later on the task will change, where they will guess the riddles. This time they will be able to place a chip on it.

Materials:

Print paper

Chips or linking cubes

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RAINBOW WRITING

Ss will apply number formation skills by tracing numbers 1–10 using a rainbow writing technique to reinforce recognition and handwriting fluency.

Each student receives a rainbow writing paper with numbers 1–10 printed in large bubble font. Ss will trace each number three times using three different colored crayons (e.g., red, blue, green) to create a “rainbow” effect. They will work quietly and independently at their tables.

After tracing, they will choose one number they like the most and draw that many objects underneath (e.g., 7 hearts).

SKILLS:

number formation

fine motor

MATERIALES:

Rainbow writing (numbers 1–10)

Crayons (variety of colors)

Pencils

Blank paper for drawing

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Bug's Math Maze

Students will apply number-quantity association and number representation skills by guiding Hex Bugs to different number stations.

Description of Activity:

At the center, Ss will use Hex Bugs in a Number Maze.

A floor maze (made with tape or blocks) will have stations labeled with different number representations (numerals, number words, tally marks, and ten-frame cards for numbers 1–10).

Ss will roll a dice (with numerals or number words).

They will guide their Hex Bug through the maze to the matching representation station (example: dice shows “5” → guide bug to tally mark with 5 lines).

After a few rounds, Ss will record in their journals one or two matches (ex: 7 → seven → ⚫⚫⚫⚫⚫⚫⚫).

Prompt Questions (PQ):

What number did you roll?

Which representation matches your number?

How many ways can we show the same number?

Differentiation (DIFF):

Emerging: Focus on rolling dice and matching numeral with a single representation.

Advanced: Work with numbers up to 20 and record all representations (word, tally, ten-frame, objects).

Materials:

Hex Bugs

Floor maze (tape, blocks, or cardboard)

Number cards (numerals 1–10 or 1–20)

Tally cards

Ten-frame cards

Dice (with numerals or words)

Journals, pencils, crayons

Skills Targeted:

Number recognition (numeral, word, tally, ten-frame)

Number-quantity association

Problem-solving and navigation (STEM)

Fine motor (guiding Hex Bug)

Recording representations in journals

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-Hello

-Take attendance

-Move your body

Hello Hummingbirds!

Today we are going to work with number bonds.

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-Hello

-Take attendance

-Move your body

Hello Hummingbirds!

Today we are going to figure out the right order for some events.

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-Hello

-Take attendance

-Move your body

-Daily Affirmations

Hello Hummingbirds!

Today you are going to circle 5 differences between these two pictures.

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HFW GO

Students will apply knowledge of the new high-frequency word “go” by using it in sentences and creating personal journal entries.

Description of Activity:

Ss will search around the classroom for the hidden HFW “go.”

Once found, they will place it on the HFW wall.

As a group, practice saying and reading sentences that include “go.”

Independent Act: Ss will write in their journals using the prompt “I want to go to…” and draw their ideas.

Prompt Questions (PQ):

What is a HFW?

Where can we find the word “go”?

Can you tell me a sentence using the word “go”?

Differentiation (DIFF):

Emerging: Draw the place they want to go and copy/write the word “go.”

Advanced: Write 2–3 sentences using “go” (e.g., I want to go to the park. I go with my family.).

Materials:

HFW “go” cards hidden in the class

HFW wall

Journals

Pencils and crayons

Skills Targeted:

High-frequency word recognition

Reading and writing simple sentences

Fine motor and handwriting development

Creative expression

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

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INTRO LETTERS Q

Students will understand the sounds and shapes of the letters O and Q by listening to a story and applying their knowledge to writing and drawing words that begin with those letters.

Description of Activity:

Introduction through a short story about two O’s that wanted to be different until one became Q.

Discuss the letters O and Q, highlighting similarities (round shape) and differences (Q’s “little tail”).

Independent Act: Ss will go to their journals, draw, and write things that begin with O and Q.

Prompt Questions (PQ):

What makes the letter Q different from the letter O?

Can you think of words that start with O? With Q?

How do we write these letters?

Differentiation (DIFF):

Emerging: Draw pictures of things starting with O and Q with teacher support.

Advanced: Stretch out the words and attempt to write the full word next to the drawing.

Materials:

Story about O and Q (teacher-led oral story)

Journals

Pencils and crayons

Letter cards O and Q (visual support)

Skills Targeted:

Letter recognition (O and Q)

Sound-letter correspondence

Vocabulary building

Fine motor skills (drawing and writing)

Creative thinking through storytelling

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October's Self Portrait

Students will apply observation skills to create a detailed self-portrait by looking into a mirror, focusing on accuracy and adding details.

Description of Activity:

At the center, Ss will sit with a mirror and carefully observe their reflection. They will draw their October self-portrait on a sheet of paper, including facial features, hair, clothing, and small details. Ss are encouraged to compare their drawing to their reflection and refine it.

After drawing, Ss will label parts of their portrait (ex: hair, eyes, nose) to connect art with literacy.

Prompt Questions (PQ):

What details do you see when you look in the mirror?

How can you make your self-portrait look more like you?

Why is it important to add details when drawing yourself?

Differentiation (DIFF):

Emerging: Focus on drawing the main features (head, eyes, nose, mouth, hair).

Advanced: Add clothing, accessories, and labels for body parts or descriptive words (ex: “brown eyes,” “curly hair”).

Materials:

Mirrors (handheld or standing)

Drawing paper or sketchbooks

Pencils, crayons, and markers

Word cards/labels for body parts (optional support)

Skills Targeted:

Observation and attention to detail

Fine motor skills (drawing, coloring)

Self-awareness and identity

Early literacy (labeling with words/letters)

Creativity and artistic expression

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SPOOKY COLORING:

Students will practice fine motor control by coloring within boundaries and making creative choices with colors.

Description of Activity:

Ss will engage in a seasonal fine motor activity where they will color spooky-themed coloring pages (pumpkins, ghosts, bats, haunted houses, etc.). They will focus on staying within the lines and using a variety of colors to make their artwork creative and detailed.

Prompt Questions (PQ):

How can you make your spooky picture stand out?

What colors do you think match this spooky scene?

Why is it important to practice coloring inside the lines?

Differentiation (DIFF):

Emerging: Focus on holding crayons/pencils correctly and filling in large spaces.

Advanced: Add extra spooky details to the background (moon, stars, trees) and label their drawings.

Materials:

Spooky coloring pages

Crayons, markers, or colored pencils

Skills Targeted:

Fine motor development (grip and control)

Hand-eye coordination

Creativity and self-expression

Attention to detail

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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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MOUSE BOTS:

Students will apply basic coding skills to program mouse bots, creating and testing simple paths to achieve a goal.

Description of Activity:

Ss will work in small groups to design a path on the floor using foam blocks, tape, or cards. They will program the mouse bots step by step (forward, back, turn left/right) to follow the path from start to finish. Each group will test, adjust, and refine their code until the mouse bot successfully completes the challenge.

Prompt Questions (PQ):

What happens when your mouse bot doesn’t follow the path?

How can you fix or change your code?

Why is it important to give the mouse bot clear instructions?

Differentiation (DIFF):

Emerging: Follow pre-made simple paths with support, focusing only on 2–3 steps.

Advanced: Create their own complex paths with obstacles and code the mouse bot independently.

Materials:

Mouse bots

Coding cards/arrows (forward, back, left, right)

Floor tape or foam blocks to create paths/mazes

Recording sheet (to sketch the path and code sequence)

Skills Targeted:

Computational thinking and sequencing

Problem-solving and debugging

Collaboration and teamwork

Fine motor skills (placing path pieces, pressing buttons)

Critical thinking (planning and revising code)

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INTRO NUMBER 17

Students will identify, order, and represent numbers 1–17, culminating in discovering and representing the new number of the week: 17.

Whole Group Activity: “Balloon Number Hunt”

Teacher hides 17 balloons around the classroom.

Inside each balloon is a small card with a number representation (numeral, tally marks, dice, objects, or number word from 1 to 17).

Ss will work together to find all 17 balloons and arrange the cards in numerical order from 1–17 on the board or carpet.

Once the sequence is complete, the teacher reveals: “We discovered a new number today — 17!”

Group discussion: brainstorm different representations of 17 (ten-frame, tally marks, number word, cubes, etc.).

Independent Activity (Sketchbook)

Ss will draw the numeral 17 and illustrate at least one representation (dots, tally marks, cubes, or dice).

Extension: Advanced Ss can decompose 17 (e.g., 10+7, 9+8) and show this with drawings.

Prompt Questions (PQ)

How did we know the balloons were in the right order?

What are different ways to show number 17?

What two numbers make 17?

Differentiation (DIFF)

Emerging: Draw 17 objects and label with the number 17.

Advanced: Write and illustrate number bonds for 17 (10+7, 12+5, etc.).

Materials

17 balloons with cards inside (representations of numbers 1–17)

Tape or board space to arrange them in order

Sketchbooks

Pencils and crayons

Skills Targeted

Counting and sequencing numbers 1–17

Number representation (symbols, words, objects)

Composing and decomposing numbers

Fine motor skills (drawing, writing)

Collaboration and problem-solving

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@Numberblocks- #BacktoSchool | Level Three | All the Best Seventeen Moments | FULL EPISODES

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INTRO NUMBER WORD: SEVEN and EIGHT

Students will identify and build the number words seven and eight, recognize their spelling, and create representations through art and storytelling.

Whole Group Activity: Letter Hunt + Story

1. Letter Hunt:

Scatter letters that spell seven (blue) and eight (red) around the classroom.

Ss will search for the letters, bring them back, and work together to arrange them correctly to discover the new number words.

2. Story Connection:

Teacher introduces the Number Monsters story (slides) where Seven and Eight monsters present their names and features.

Discuss: What do these monsters look like? What makes them special?

Independent Activity: Monster Creations

Ss will go to their sketchbooks and create their own Seven Monster and Eight Monster.

Each drawing must include the number word (seven or eight).

Encourage creativity (ex: Seven Monster has 7 arms, Eight Monster has 8 teeth).

Prompt Questions (PQ)

What letters make the word seven? What letters make the word eight?

How can we represent number seven and number eight?

What makes your monster unique?

Differentiation (DIFF)

Emerging: Trace or copy the number words “seven” and “eight” and match with the numeral.

Advanced: Write a short sentence about their monster (e.g., “My Seven Monster has 7 legs”).

Materials

Letters cut out in blue and red (to spell seven and eight)

Slides with Number Monsters story

Sketchbooks

Pencils, crayons, markers

Skills Targeted

Number word recognition (seven, eight)

Letter-sound and spelling awareness

Counting and number representation

Creativity and self-expression

Fine motor skills (drawing, writing)

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Login to access and create your next design.

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Long and short sounds

Students will distinguish between long and short vowel sounds and apply their knowledge by sorting and writing words.

Description of Activity:

Whole Group (Intro):

Teacher presents a set of vowel cards (a, e, i, o, u).

For each vowel, teacher models both the short and long sound (ex: a in apple vs. a in cake).

Ss repeat after the teacher and give examples.

Play a quick sorting game: teacher shows picture cards (ex: cat, kite, dog, rope) and Ss identify if the vowel is long or short by moving to one side of the rug (long) or the other (short).

Independent Activity:

Ss receive a set of picture/word cards.

In journals, they will sort the words into two groups (cut and paste): long vowel sounds and short vowel sounds.

Ss will then label each picture using lowercase letters.

Prompt Questions (PQ):

What makes a vowel sound short?

What makes a vowel sound long?

Can you think of another word with this sound?

Differentiation (DIFF):

Emerging: Match only pictures with the vowel sound (no writing required).

Advanced: Write sentences using words with both long and short vowels.

Materials:

Vowel cards (a, e, i, o, u)

Picture/word cards (ex: cat, cake, pig, bike, hop, rope)

Journals

Pencils and crayons

Skills Targeted:

Phonemic awareness (identifying vowel sounds)

Sound-letter correspondence

Vocabulary development

Categorization and sorting

Writing and illustrating

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The Vowel Song: Long and Short Vowel Sounds | English Songs | Scratch Garden

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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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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

Hello Hummingbirds!

Today we are going to do a puzzle.

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-Hello
-Take attendance
-Move your body

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Salvatore's Mom

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Objective (Bloom: Understanding, Applying)

Students will explore and observe how static electricity works by reading, discussing, and experimenting with real objects.

Description of Activity

1. Read-Aloud & Discussion

Teacher reads Fun with Static Electricity aloud.

Pause to show illustrations and ask Ss to predict what will happen in each experiment (e.g., rubbing a balloon on hair).

2. Hands-On Experiments (Whole Group)

After reading, guide Ss to try simple static electricity experiments together:

Balloon + Hair: Rub a balloon on your hair and watch it stand up.

Balloon + Wall: Rub the balloon on your hair and stick it to the wall.

Paper Pickup: Rub the balloon and see how it picks up small pieces of paper.

3. Debrief: Connect experiments back to the book, highlighting how static electricity makes objects attract.

Prompt Questions (PQ)

What happened when we rubbed the balloon?

Why do you think the balloon stuck to the wall or picked up paper?

Where else do you think we can find static electricity in real life?

Differentiation (DIFF)

Emerging: Observe and describe what they see in simple words (e.g., “the paper sticks”).

Advanced: Try to explain the cause-and-effect (rubbing creates energy, energy makes things attract).

Materials

Book: Fun with Static Electricity

Balloons (1 per child or pairs)

Small pieces of paper or tissue

Wall space or whiteboard

Skills Targeted

Scientific observation and prediction

Cause-and-effect reasoning

Vocabulary building (static, attract, stick)

Fine motor (handling balloons, paper)

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RHYMING WORDS:

Students will identify and generate rhyming words by listening to a read-aloud and practicing with examples.

Description of Activity:

Read Aloud: Teacher reads Llama Llama Red Pajama, pausing to emphasize and highlight rhyming pairs.

Discussion: Ss will identify the rhyming words they hear (same ending sound/word family).

Exit Ticket: Each student will listen to a word given by the teacher and provide another word that rhymes with it.

Prompt Questions (PQ):

What did you notice about the sounds at the end of these words?

How do we know if two words rhyme?

Can you give me another word that rhymes with “llama” or “bed”?

Differentiation (DIFF):

Emerging: Identify rhyming pairs from a given set of words.

Advanced: Generate their own rhyming words independently or create short rhyming sentences.

Materials:

Book: Llama Llama Red Pajama

Chart paper or whiteboard for recording rhyming words

Exit ticket word list (teacher-prepared words)

Skills Targeted:

Phonological awareness (rhyming recognition and production)

Listening comprehension

Vocabulary development

Oral language skills

“llama llama red pajama”

Exit ticket

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Does It Rhyme? Learning Rhyming Words for Kids

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SIMPLE CODING

Students will practice sequencing, coding, and problem-solving by programming the Botley Robot to navigate a simple course.

Description:
Students will work in pairs or small groups with the Botley Robot. They will plan a route for Botley to follow using coding commands (forward, turn, loops). After programming, they will test their route and adjust it if needed. The activity encourages logical thinking, teamwork, and early coding skills.

Prompt Questions (PQ):

1. What path do you want Botley to take?

2. What commands will you use to make Botley reach the end?

3. What will you do if Botley doesn’t follow the path correctly?

Differentiation (DIFF):

Emerging: Follow a short, simple path (3–5 steps) with guidance from the teacher.

Advanced: Plan a longer or more complex path (6–10 steps) and incorporate loops or repeated commands to make Botley move efficiently.

Materials Needed:

Botley Robot and remote

Coding cards (optional)

Floor tiles or tape to create paths

Obstacles or target points for Botley to reach

Skills Targeted:

Sequencing and planning

Problem-solving and logical reasoning

Collaboration and communication

Basic coding concepts

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"Grow up David"

Students will explore the themes of sibling relationships, rules, and empathy. They will predict events, connect to their own experiences with family, and reflect on feelings of frustration, playfulness, and forgiveness.

Interactive Read-Aloud and Discussion

Before Reading

Show the cover. Ask:

“What do you think David is about to do?”

“Do you have a brother, sister, or cousin you play with?”

“How do you think David’s brother feels on the cover?”

Make a class chart: Things Brothers and Sisters Do Together.

During Reading

Pause when David annoys his brother. Ask:

“Why do you think David is bothering his brother?”

“What might happen next if he doesn’t stop?”

“How do you think his brother feels right now?”

Stop when David gets in trouble. Ask:

“Why do you think the brother is upset?”

“What do you predict David will do next?”

Highlight emotions: silly, frustrated, angry, upset.

After Reading

Discuss:

“What happened at the end of the story?”

“How do you think David’s brother felt when they made up?”

“Have you ever had a fight and then made up with someone?”

Add to chart: How We Get Along With Siblings or Friends (share, say sorry, play fair).

Prompt Questions (PQ):

What does this story teach us about brothers and sisters?

How do you feel when someone bothers you?

Why is it important to forgive each other?

DIFF.

Emerging: Use picture cards (play, rules, trouble, big brother, sorry) to retell parts of the story. Match feelings (angry, happy, sad) with characters.

Advanced: Write or dictate: “One time I felt like David when…” Role-play how to solve a problem with a sibling or friend.

Optional Extension / CENTER:

“Family Drawing Center”: Students draw themselves with siblings or friends playing together.

Problem-Solving Cards: Show simple sibling scenarios (sharing toys, waiting turns) and students act out kind solutions.

Anchor chart: Ways to Get Along With Family and Friends.

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Students will practice moving their attention from one part of the body to another to increase awareness and focus.

Description of Activity:

The teacher will guide students through a mindfulness activity where they notice how their attention can shift. First, Ss will sit quietly and close their eyes. The teacher will invite them to place their attention on their toes, then slowly move it to their legs, stomach, shoulders, and head. The class will reflect together on how attention moves and how it feels to focus on different parts of the body.

Prompt Questions (PQ):

What happened when you moved your attention from your toes to your head?

How can moving your attention help you calm down or focus?

Where did you feel your body the strongest?

Differentiation (DIFF):

Emerging: Ss follow along with the teacher’s guided attention and share one body part where they felt focus the most.

Advanced: Ss guide a partner through moving attention across 2–3 body parts independently.

Materials:

Calm space (rug or chairs)

Soft bell or chime (optional, to signal change in attention)

Skills Targeted:

Mindfulness and self-regulation

Body awareness

Focus and concentration

Emotional awareness