# data[].attributes.body
Students will apply observation, counting, and word recognition skills through engaging literacy and math activities (Applying / Understanding).

Description:

Students will work independently.

1. Spot the Difference
Students carefully observe two pictures and circle the differences.

2. Spy, Count & Color
Students count objects and record or color based on quantity.

3. Making Words
Students create as many words as possible using the letters in BACK TO SCHOOL.

4. Word Search
Students find and circle vocabulary words related to school.

5. Find the Backpack Maze (optional)
Students solve the maze to help the student find their backpack.

Prompt Questions (PQ):

1. What strategy helped you find the differences or words?

2. How did you check your counting?

3. What new word did you learn today?

Materials Needed:

Printed worksheets from the packet

Pencils

Crayons or colored pencils

Clipboards (optional)

Skills Targeted:

Visual discrimination

Counting and number recognition

Vocabulary development

Problem-solving

Fine motor skills

Attention and focus

# data[].attributes.body
Cut and Create Sentences

Description:
SS will practice reading and sentence construction by selecting high-frequency words (HFW) from a pre-made chart, cutting them out, and creating complete sentences. This independent activity strengthens word recognition, sentence formation, and fine motor skills. SS will glue the HFW onto a new sheet and complete the sentence with their own words.

DIFF:

Emerging: SS will choose and use one HFW per sentence.

Advanced: SS will combine two or more HFWs to form longer, more complex sentences.

Skill:

HFW recognition

Sentence construction

Fine motor development

Early writing skills

Materials:

Chart with printed HFW

Scissors

Glue stick

Blank writing paper or sentence strip templates

Pencil

# data[].attributes.body
Launch & Learn: Initial and Ending Sounds

Students will identify and produce words with the same initial and ending sounds by using technology and applying phonemic awareness skills.

Description:
Students will participate in an interactive digital game called “Launch & Learn.” Each student will take turns clicking the button on the game to reveal a random letter.

After seeing the letter:

1. Ss will say the letter sound aloud.

2. Ss will draw and write one word that begins with that letter and one word that ends with that same letter in their journals.

Example: If the letter is “t,” they might write “table” and “cat.”

Once everyone finishes, they can share one of their words with a partner or the whole group.

Prompt Questions (PQ):

What sound does your letter make?

Can you think of a word that starts with this sound?

What word ends with this same sound?

Differentiation (DIFF):

Emerging: Ss may focus only on identifying and writing one word (initial sound).

Advanced: Ss will write and illustrate both words and create a short sentence using one of them.

Materials:

“Launch & Learn” game

Journals

Pencils and crayons

Skills Targeted:

Phonemic awareness (initial and ending sounds)

Vocabulary development

Letter-sound correspondence

Writing and drawing skills

# data[].attributes.body
Hundred Chart Mystery Picture

Students will identify numbers on the hundreds chart and follow a color-coded key to reveal a hidden picture, reinforcing number recognition, direction-following, and attention to detail.

Description

Students will receive a hundreds chart and the color key from the Rudolph mystery picture.

1. The teacher introduces the hundreds chart and models how to locate a number and color the correct square based on the key.

2. Students work independently or in partners to color each numbered square using the colors indicated in the key.

3. As they color the correct squares, the hidden picture (Rudolph) will appear.

4. When finished, students share their picture with a partner and explain how they followed the key.

Note: Choose the version that best fits the group (with numbers printed or blank chart for more challenge).

Materials Needed

Rudolph hundreds chart mystery page (any version)

Color key

Crayons or colored pencils

Clipboards or table space

Skills Targeted

Number recognition 1–100

Following multi-step directions

Visual discrimination

Fine motor skills

Attention and concentration

# data[].attributes.body
WORD SEARCH

Students will identify and locate words in a word search using a word bank, reinforcing letter recognition, scanning skills, and vocabulary related to summer.

Description

Students will work independently or in pairs to complete the Summer Word Search using the word bank provided at the bottom of the page.

1. Teacher models how to find a word by scanning left to right and top to bottom.

2. Students receive their own copy of the word search.

3. Students locate each word from the word bank, circle it, and cross it off the list.

4. When finished, students can color the page or choose a word to illustrate on the back.

Materials Needed

Summer Word Search page (from PDF)

Pencils or crayons

Highlighters (optional)

Skills Targeted

Visual scanning and attention

Letter and word recognition

Vocabulary development

Problem-solving

Fine motor control

# data[].attributes.body
LETTER BINGO (Upper and lowercase)

Students will recognize and identify letters (uppercase or lowercase) while listening carefully and marking the correct letter on their Bingo board.

Description

Students will receive a Letter Bingo board with different letters arranged in a grid.

1. The teacher calls out a letter sound or letter name.

2. Students look for the matching letter on their boards and cover it with a counter.

3. Students continue listening and marking letters.

4. When a student has a row, column, or diagonal covered, they say “BINGO!”

5. Multiple rounds can be played, switching between letter names and letter sounds.

Prompt Questions (PQ)

1. How did you know which letter to cover?

2. What strategy helped you find the letters quickly?

3. Which letters were easiest or hardest for you today?

Differentiation (DIFF)

Emerging:

Use boards with fewer letters (3x3).

Teacher shows a visual flashcard of the letter as it is called.

Advanced:

Teacher calls the letter sound while students find the matching letter.

Students must use the letter in a word after covering it.

Materials Needed

Letter Bingo boards

Counters or small manipulatives

Letter cards for calling out

Pencil for marking the winner

Skills Targeted

Letter recognition

Listening comprehension

Sound–symbol correspondence

Visual discrimination

Fine motor skills

# data[].attributes.body
Monster Symmetry Drawing

Students will apply their understanding of symmetry by completing a monster drawing so that both sides match in shape and color.

Description
Students will receive half-drawn monster templates. They will carefully complete the other half of the monster to make it symmetrical, ensuring both sides are equal and mirrored. Once finished, students will color their monsters symmetrically, reinforcing the concept of balance and attention to detail.

Prompt Questions (PQ)

What does symmetry mean?

How can you make sure both sides of your monster match?

What do you notice when you compare one side to the other?

Materials

Monster symmetry worksheets (grid and no-grid options)

Pencils and erasers

Crayons or colored pencils

Mirrors (optional for visual symmetry check)

Skills Targeted

Understanding symmetry

Fine motor coordination

Observation and comparison

Spatial awareness

Creative expression

# data[].attributes.body
Listen and Color

Students will listen carefully and follow oral instructions to identify and color the correct number words, reinforcing listening comprehension and number word recognition.

Description
Students will strengthen their listening and attention skills through a guided listening activity. The teacher will read aloud a series of instructions such as, “Find the number word six and color it blue” or “Color the number word eight red.”
Students must listen carefully, locate the correct number word, and color it according to the directions.

Materials

Number word worksheet or chart

Crayons or colored pencils

Number word cards (optional for visual support)

Skills Targeted

Listening comprehension

Number word recognition

Following multi-step directions

Attention and focus

Fine motor (coloring within lines)

# data[].attributes.body
Students will develop active listening skills, practice critical thinking, and fine motor skills.

Cc will begin by listening to an audio. First, they will observe and write a name for the character they are going to complete.

Then, they will follow two commands at a time from the audio. They will add details to their character according to the given instructions.

The music will act as a timer; when it stops, they must finish the current commands and wait to listen to the next ones.

Materials:

Print paper

# data[].attributes.body
Number Order Collage

Students will demonstrate understanding of number order (1–20) while practicing fine motor skills through cutting and pasting.

Description:
Students will receive a strip of mixed-up numbers from 1 to 20.
They will carefully cut each number and then paste them in order from 1 to 20 on a black cardboard background to create a colorful number sequence collage.

Once finished, they can decorate the edges with small drawings or stickers related to numbers (e.g., tally marks, dots, or shapes representing quantities).

Prompt Questions (PQ):

What number comes after 10?

How can we check if our numbers are in order?

What happens if we mix them up?

Differentiation (DIFF):

Emerging: Ss can work with numbers 1–10 only and use a visual number line for support.

Advanced: Ss can extend the sequence beyond 20 or write number words under each numeral.

Materials:

Printed mixed-up number strips (1–20)

Scissors

Glue sticks

Black cardboard

Crayons or stickers (optional for decoration)

Skills Targeted:

Number sequencing

Fine motor skills (cutting and pasting)

Attention to detail

Visual-motor coordination

# data[].attributes.body
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)

# data[].attributes.body
Count and Connect Dots

Students will apply their counting skills by connecting numbers in order to complete a hidden picture and reinforce number sequence recognition from 1–20.

Description
Students will receive a dot-to-dot animal page. They will connect the dots in numerical order to reveal the hidden picture. Once completed, they will color their drawing carefully inside the lines. The teacher will encourage students to count out loud as they connect each number.

Prompt Questions (PQ)

What happens when we follow the numbers in order?

How can counting help us complete the picture?

What number comes after ___?

Materials

Dot-to-dot animal sheets (1–20, 30–40)

Pencils

Crayons or colored pencils

Skills Targeted

Number recognition and sequencing

Fine motor control

Counting fluency

Following directions

# data[].attributes.body
Students will develop active listening skills, practice critical thinking, and expand vocabulary by listening to and solving simple riddles.

Audio: Riddles.m4a

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

lines for writing a sentence

# data[].attributes.body
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.

PDF

Skill:

Letter recognition

Visual discrimination and pattern decoding

Fine motor control

Independent task completion

Materials:

Crack the Code worksheet with color–letter key

Pencil

# data[].attributes.body
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

# data[].attributes.body
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

# data[].attributes.body
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

# data[].attributes.body
This is Not a Cloud! Critical Thinking

Students will demonstrate creativity and originality by finishing a partial image, transforming it into a new drawing based on their imagination.

Description of Activity:
Students will receive a page with incomplete or abstract shapes (e.g., a swirl, a line, or half of an object). They must observe carefully and think outside the box to turn the shapes into complete drawings. Once their artwork is complete, they will explain what they created and add labels or a sentence describing it.

Materials:

Printed pages with abstract shapes or partial drawings

Crayons, colored pencils, or markers

Journals or writing paper (optional for extension)

Optional: example page of creative finished drawings

Skills Targeted:

Creativity and flexible thinking

Visual-spatial awareness

Fine motor skills

Storytelling and expressive language

Focus and attention to detail

# data[].attributes.body
Look & Find – Object Hunt

Students will strengthen attention and observation skills by identifying specific objects hidden within a busy picture scene.

Students will receive a Look & Find hidden picture page filled with various objects. They will:

1. Observe the image carefully to locate and identify specific target objects (e.g., apple, ball, car, scissors).

2. Check off each object from a provided list as they find it.

3. Share one or two objects they found and describe their position using prepositions (e.g., "The ball is under the table").

Materials:

Hidden object picture pages

Object checklist (with images for support)

Clipboards and pencils or markers

Optional: magnifying glasses for fun observation support

Skills Targeted:

Visual discrimination and attention to detail

Vocabulary building

Spatial awareness (using prepositions)

Fine motor (checking off, circling)

Cognitive focus and persistence

# data[].attributes.body
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.

Audio: https://naena.sharepoint.com/:u:/r/sites/ColegioMenorSamborondonDatabase/ech/Shared%20Documents/Level%20Folder%2025-26/Kinder/FLAG%20TIME/Listen%20%26%20Draw.m4a?csf=1&web=1

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

# data[].attributes.body
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

# data[].attributes.body
Objective:
Ss will apply knowledge of facial features and personal identity by designing a Play-Doh face that represents themselves, strengthening fine motor skills, self-awareness, and vocabulary related to body parts and emotions.

Description:
TCH will introduce the concept of self-identity and facial features by showing different facial expressions and body part vocabulary. Each student will receive a laminated Play-Doh face mat. Using Play-Doh, they will sculpt and place facial features (eyes, nose, mouth, hair, etc.) to build their likeness. TCH will guide students to talk about the features they chose and why those features are important to who they are.

Ss will then reflect by drawing their Play-Doh face in their journals and labeling parts (e.g., eyes, hair, nose) using phonetic spelling or correct spelling based on ability.

PQ:

“What do you notice about your face?”

“Can you show me how you made your eyes?”

“What makes your Play-Doh face special or unique?”

“How are your eyes/nose/mouth the same or different from your friend’s?”

Differentiation:

Emerging Learners:

Use simple Play-Doh colors and focus on just 3 features (eyes, nose, mouth)

Provide visual cards of body parts for reference

Support labeling with initial sound cues or adult scribing

Advanced Learners:

Add details like eyebrows, glasses, or accessories

Write a sentence describing their face or emotions (e.g., “I have brown eyes.”)

Discuss feelings and connect facial features to emotional expressions

Materials:

Laminated Play-Doh face mats

Assorted Play-Doh

Journals

Pencils and crayons

Optional: mirrors for students to observe their faces

# data[].attributes.body
FINGER STRENGTH

Students will apply fine motor skills by completing a tearing and gluing activity to create a simple collage.

Students will tear the paper into small pieces using only their fingers and glue them inside a simple shape drawn on paper (heart, star, circle).

They must cover the entire shape carefully without going outside the lines.

Skills:

Hand strength

Finger isolation

Eye-hand coordination

Precision and control

Bilateral coordination (holding and tearing at the same time)

MATERIALS:

Scrap paper or colored paper strips

Glue sticks

Paper with simple shapes drawn (heart, circle, star, etc.)

Optional: crayons or markers to outline the shape

# data[].attributes.body
SS will recognize the structure and purpose of Flag Time and follow expectations by locating their assigned flag, transitioning to their workspace, and completing a simple name-building task independently and quietly. During this introductory session, SS will learn that Flag Time is a special part of the day where each child works on a task made just for them. Each child will use a personal flag with their name and picture to find their station, practice the routine, and explore what it means to work with focus and independence. Through modeling, hands-on experience, and reflection, SS will understand what Flag Time looks and feels like.

SS will create their names with different materials: fomi letters, beads, markers.

MATERIALS:

Small paper flags labeled with SS names

Name-building mats (with name outlines or blank)

letters beads, fomi letters, or markers.

Visual expectations chart (with icons: quiet work, stay in spot, try your best, raise hand)

# data[].attributes.body
SS will connect uppercase and lowercase letters by drawing a line between each matching pair. The dots will be arranged in circular or scattered formations (similar to the image), and each letter will appear in both upper and lower case across the ring. SS will use a marker or pencil to draw lines that match corresponding letter pairs, supporting visual scanning, fine motor coordination, and letter recognition.

Skill:

Letter identification

Visual discrimination

Fine motor coordination

Materials:

Printed sheets with scattered uppercase and lowercase letters arranged in circles or clusters

Markers or colored pencils

# data[].attributes.body
Description:
SS will deepen their understanding of numbers and quantities by engaging in a multi-step activity that includes counting objects in a ten-frame, identifying the numeral, writing the number, tallying it, and building it using manipulatives. This activity supports number sense development through visual, tactile, and symbolic representations, helping SS connect concrete quantities with abstract symbols.

Skill:

Number recognition

Counting and one-to-one correspondence

Symbolic representation (numeral, tally, ten-frame)

Fine motor and visual organization

Materials:

Dry-erase mats with sections for: Count It, Find It, Write It, Tally It, and Make It

Ten-frame counting cards

Mini animal counters or other manipulatives

Dry-erase marker

# data[].attributes.body
Listen and Circle

Students will develop their listening comprehension by identifying and circling letters, numbers, and objects they hear, reinforcing vocabulary recognition and auditory discrimination.

Ss will have a visual paper that contains letters, numbers, and object pictures (mixed up on the page). They will listen to the audio for 15 minutes. When they hear a letter, number, or object, they will circle what the command asks.

Materials:

Worksheet printed

Audio esta abajo

Markers

Ipads

Headphones. ( doesn't work with new iPads) / Speaker

# data[].attributes.body
CONNECT THE DOTS: LETTERS

Students will strengthen letter recognition, sequencing, and fine motor skills by connecting numbered dots to form both uppercase and lowercase letters.

Students will work individually at tables to connect the dots on their templates to complete both uppercase and lowercase versions of the letters. They will trace over their finished letters for extra practice.

Option # 2:

Ss will trace the letter, connect the dots and write words that start with each vowel.

Skills Targeted:

Letter recognition (uppercase and lowercase)

Number sequencing and counting

Correct letter formation and directionality

Fine motor skills and pencil control

Visual-motor integration

MATERIALS:

Connect-the-dots letter templates (upper and lower case)

Pencils and erasers

Crayons or markers for tracing over letters

Large teacher demonstration chart or whiteboard version

# data[].attributes.body
ARROW-MATCHING (CRITICAL THINKING)

OBJ:

SS will strengthen their visual discrimination, directional awareness, and attention to detail by completing a fun arrow-matching task.

ACT:

Each ss will receive a template with a colorful pattern of arrows in different directions and colors (e.g., red arrow pointing up, blue arrow pointing left). They will also receive an empty template and a set of loose arrows in various colors and directions.

Ss will have to closely observe the example template, then select the correct arrows based on color and direction, and place them in the matching positions on the empty template to recreate the pattern exactly.

Materials:

-Example template

-Empty templates (5)

-Arrows

# data[].attributes.body
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)

# data[].attributes.body
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

# data[].attributes.body
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

# data[].attributes.body
Number Order Collage

Students will demonstrate understanding of number order (1–20) while practicing fine motor skills through cutting and pasting.

Description:
Students will receive a strip of mixed-up numbers from 1 to 20.
They will carefully cut each number and then paste them in order from 1 to 20 on a black cardboard background to create a colorful number sequence collage.

Once finished, they can decorate the edges with small drawings or stickers related to numbers (e.g., tally marks, dots, or shapes representing quantities).

Prompt Questions (PQ):

What number comes after 10?

How can we check if our numbers are in order?

What happens if we mix them up?

Differentiation (DIFF):

Emerging: Ss can work with numbers 1–10 only and use a visual number line for support.

Advanced: Ss can extend the sequence beyond 20 or write number words under each numeral.

Materials:

Printed mixed-up number strips (1–20)

Scissors

Glue sticks

Black cardboard

Crayons or stickers (optional for decoration)

Skills Targeted:

Number sequencing

Fine motor skills (cutting and pasting)

Attention to detail

Visual-motor coordination

# data[].attributes.body
Writing Activity: Super Writers — Label, Write & Color

Students will analyze an illustration, label its important elements, and create a sentence that describes the picture, applying the Super Writer steps independently (Applying / Creating). Drawing, labeling, and writing sentences help kindergarten students connect their ideas, sounds, and written language.

Description:

Students will receive a pre-printed drawing showing a simple scene, such as children at the park, a dog playing outside, or a family at the beach.

Before beginning, review the Super Writer Steps:

1. Think → 2. Draw → 3. Label → 4. Write → 5. Color → 6. Add Details

Because the drawing is already provided, students will begin by carefully thinking and observing what is happening in the picture.

They will then:

1. Think: Observe the picture and decide what is happening.

2. Draw/Add Details: Add something to make the picture more complete.

3. Label: Identify and label at least 3 important parts of the picture. Students will stretch out each word and write the sounds they hear. Invented spelling is developmentally appropriate at this stage.

4. Write: Think of one sentence that describes what is happening in the picture and write it underneath.

5. Color: Carefully color the entire picture.

6. Add Details: Look again and add any final details that make the picture or writing more complete.

7. Check: Reread the sentence and make sure it has a capital letter, spaces, and a period.

Example:
Picture: A dog running in the park
Labels: dog – tree – ball
Sentence: The dog can run.

Prompt Questions (PQ):

What do you notice in the picture?

What parts can you label?

What sounds do you hear when you stretch that word?

What sentence can you write about what is happening?

Did you follow all the Super Writer steps?

Differentiation (DIFF):

Emerging: Label 2–3 elements using beginning or salient sounds and complete a simple sentence frame such as “I see a ___.” Beginning-sound labels are an appropriate bridge toward more conventional writing.

Advanced: Label 4 or more elements using phonetic spelling and independently write a detailed sentence or two connected sentences about the picture.

Materials:

Pre-printed picture • Journals or writing paper • Pencils • Crayons/colored pencils • Super Writer Steps visual • HFW/word wall for support

Skills Targeted:

Observation • Drawing and labeling • Stretching words • Letter-sound correspondence • Sentence formation • Writing conventions • HFW application • Fine motor skills • Independent writing

# data[].attributes.body
Fine Motor Center: Tear, Paste & Fill

Students will tear, manipulate, and paste small pieces of paper to fill a picture, strengthening hand control, finger dexterity, and hand-eye coordination (Applying / Creating). Tearing and collage activities encourage children to use their fingertips and manipulate small pieces of paper, supporting fine motor development.

Description:

Students will receive a simple picture with a large outlined space, such as “I can fill a…” heart, flower, butterfly, fruit, animal, or shape.

Students will:

1. Choose different colors of construction or tissue paper.

2. Use their fingers to tear the paper into small pieces—no scissors!

3. Place the pieces inside the outline to plan where they want them.

4. Apply glue carefully.

5. Paste the torn pieces until the entire picture is filled.

6. Add drawn details or a background to personalize their artwork.

7. Clean their workspace and display their finished creation.

Encourage students to use their thumb and fingertips when tearing rather than pulling with their whole hands. NAEYC specifically recommends modeling a fingertip/pincer grip during torn-paper collage experiences.

Prompt Questions (PQ):

How can you use your fingers to tear the paper?

Can you make a big piece? A tiny piece?

Where will you place your next piece?

How can you fill all the empty spaces?

Differentiation (DIFF):

Emerging: Provide softer paper that is easier to tear and a picture with a large, simple outline. Students can create larger paper pieces.

Advanced: Students will tear smaller pieces, completely cover the outlined space, and create patterns or designs using different colors.

Materials:

Picture templates • Construction/tissue paper • Glue sticks or liquid glue • Crayons/markers

Skills Targeted:

Fine motor strength • Pincer grasp • Bilateral hand coordination • Hand-eye coordination • Visual-spatial awareness • Concentration • Creativity • Independence. Fine motor experiences involving the hands and fingers also support skills children later use for drawing and writing.

# data[].attributes.body
Art Center: My Self-Portrait

Students will observe, identify, and represent their own facial and body features by independently drawing a self-portrait with increasing detail (Understanding / Applying / Creating). Using mirrors during self-portrait work can encourage children to notice facial features and details more carefully.

Description:

Students will practice drawing themselves while focusing on observation, body awareness, and details.

Each student will receive a mirror and look carefully at themselves before beginning. Encourage them to notice the shape and position of their head, eyes, nose, mouth, ears, hair, neck, body, arms, hands, legs, and feet.

Students will:

1. Look carefully at themselves in the mirror.

2. Begin by drawing their head and facial features.

3. Add their hair, neck, and body.

4. Include arms, hands, legs, and feet.

5. Look in the mirror again and ask themselves: “What am I missing?”

6. Add small details that make the portrait look more like them.

7. Color their self-portrait and write their name.

The goal is not for all portraits to look the same, but for students to practice looking closely and representing themselves through drawing. Self-portrait experiences can support children's awareness of their physical features and developing sense of identity.

Prompt Questions (PQ):

What do you notice when you look in the mirror?

What parts of your face do you need to include?

Where are your eyes, nose, and mouth?

What details make your self-portrait look like you?

Is there anything you forgot to add?

Differentiation (DIFF):

Emerging: Focus on drawing the main body and facial features. Use a mirror and a simple body-parts visual for support.

Advanced: Encourage students to include smaller details, such as eyebrows, eyelashes, fingers, clothing details, or accessories, and add a simple background.

Materials:

Mirrors • Drawing paper or sketchbooks • Pencils • Crayons/colored pencils

Skills Targeted:

Self-awareness • Body awareness • Observation • Fine motor control • Visual perception • Spatial organization • Drawing skills • Attention to detail • Creativity

# data[].attributes.body
Math & Art Activity: Shape Creators

Students will identify, combine, and transform 2D shapes to create an original picture, demonstrating that different shapes can be put together to represent familiar objects (Applying / Creating). Combining shapes to create pictures supports early geometry and spatial reasoning.

Description:

Begin by reviewing the five shapes: circle, square, triangle, rectangle, and hexagon. Ask students to imagine what each shape could become.

For example:

Circle → sun, face, balloon

Square → house, present, robot

Triangle → roof, mountain, ice cream cone

Rectangle → door, bus, building

Hexagon → turtle shell, flower, honeycomb

Explain: “Today, you are going to be Shape Creators! You will start with shapes and use your imagination to turn them into something completely new.”

Students will:

1. Receive a selection of circle, square, triangle, rectangle, and hexagon paper shapes.

2. Move and arrange the shapes on their paper before gluing.

3. Decide what their shapes could become.

4. Combine the shapes to create an original picture.

5. Glue the shapes in place.

6. Use crayons or markers to add details and a background.

7. Share their creation and identify the shapes they used.

NAEYC specifically recommends giving young children opportunities to combine paper shapes to form new shapes and pictures.

Prompt Questions (PQ):

What shapes are you using?

What could this shape become?

How can you combine two shapes?

Can you turn or flip a shape to make it fit?

What did you create?

Differentiation (DIFF):

Emerging: Create a picture using at least 3 different shapes. Provide visual inspiration such as a house, robot, or flower.

Advanced: Use all 5 shapes and combine multiple pieces to create a more detailed picture. Students can label the shapes they used or write a sentence describing their creation.

Materials:

Pre-cut circles, squares, triangles, rectangles, and hexagons • Construction paper • Glue • Crayons/markers

Skills Targeted:

Shape recognition • Composing shapes • Spatial awareness • Creativity • Problem-solving • Fine motor skills • Mathematical vocabulary • Visual perception