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Hello

Take attendance

Move your body

Hello Hummingbirds!

Today we are going to work on number words and tracing numerals.

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INTRO COLOR WORDS

SLIDES

Students will identify and apply color words by designing and decorating a cupcake according to their own color-coded prototype, reinforcing vocabulary recognition and fine motor coordination.

Description of Activity:

1. Whole Group Introduction:

The teacher introduces color words using slides or flashcards (red, blue, yellow, green, orange, purple, pink, brown).

Review pronunciation and match each color word with an object in the room.

2. Design Phase (Prototype):

Each student will receive a cupcake outline in their sketchbook.

Using crayons or markers, students will design and color their cupcake prototype, deciding which colors they will use for each part (frosting, decorations, base).

They will label each color on their drawing using the correct color words.

3. Cupcake Decorating Phase:

On a nearby bench, students will find M&Ms organized by color, each labeled with a color word card.

Students will decorate their cupcakes by following their prototype — selecting M&Ms that match their design.

4. Reflection:

After decorating, students will review their cupcake and complete the sentence:
“I used ______ and ______ M&Ms on my cupcake.”

Prompt Questions (PQ):

What color words do you know?

How can we use color words to describe our cupcake?

Did your real cupcake look like your drawing?

Differentiation (DIFF):

Emerging: Match and use only 2–3 color words with teacher support.

Advanced: Write full descriptive sentences using color words (e.g., “My cupcake has blue frosting and red sprinkles.”).

Materials:

Sketchbooks or cupcake outline templates

Pencils, crayons, or markers

Cupcakes (plain)

M&Ms in separate color bowls (each with color word label)

Napkins and small plates

Skills Targeted:

Color recognition and vocabulary

Fine motor coordination

Matching and labeling

Following a plan (prototype → real product)

Oral and written expression

red

blue

yellow

purple

orange

green

pink

white

black

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COLOR WORDS RAP (song for kids about spelling color words)

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Doodle art

Students will explore creativity through doodling by using patterns, shapes, and imaginative lines, and then use their doodles as a starting point to tell or write a mini story or description.

Description of Activity

1. Introduction / Demonstration

Show the doodle art image above (or similar ones) and talk about what you notice: lines, shapes, repetition, patterns, surprises.

Model how you might start with a simple squiggle or shape and then “grow” it into a more interesting doodle (adding eyes, patterns, small shapes inside shapes).

Then show how you could turn parts of your doodle into a little story or decide that a part looks like a character (e.g. a face, a creature, etc.).

2. Independent Doodling & Story Creation

Students get blank paper or sketchbooks.

Encourage them to begin with a simple line, swirl, or shape and fill the page with doodles, patterns, and “hidden pictures.”

After doodling, students choose one part of their doodle and turn it into a mini story or description: they write a few sentences or a caption about that part (Who or what is this? Where is it? What is it doing?).

3. Sharing / Gallery Walk

Students display their doodle + mini story on tables or walls.

Each student walks around, observes others’ doodles, and writes a one-word description or compliment about someone else’s work (on sticky notes).

Prompt Questions (PQ)

What do you notice in your doodle? What shapes or patterns appear?

Which part of your doodle makes you think of something (a creature, place, object)?

If you turned it into a story or description, what would it be about?

How can you add more interesting detail or pattern?

Differentiation (DIFF)

Emerging: Focus on doodling shapes and adding simple labels (e.g., “this is a sun”).

Advanced: Create more complex patterns, hidden shapes, and write short descriptive sentences or a mini story (2–3 sentences).

Materials

Sketchbooks or blank drawing paper

Pencils, black fine liners or markers

Colored pencils or markers (optional for coloring)

Sticky notes for compliments

Skills Targeted

Creativity & visual expression

Fine motor control (drawing detailed patterns)

Observation & pattern recognition

Narrative / descriptive writing

Peer feedback & art appreciation

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CUT AND BUILD

Students will strengthen fine motor and spatial awareness skills by cutting, assembling, and gluing the mouse parts in the correct order to create a complete picture.

Description of Activity:
Students will receive a mouse template with different parts (head, body, arms, legs, tail, ears, cheese).

1. Ss will first color each part of the mouse.

2. Then, they will cut out all the pieces carefully following the outlines.

3. Finally, they will assemble and glue the pieces together to build their mouse, referencing the example image.

4. Once complete, Ss can add details or a background (e.g., cheese, mouse hole, or home).

Prompt Questions (PQ):

What parts does your mouse need to be complete?

How can we make sure all the parts fit together?

Where do you think your mouse lives?

Differentiation (DIFF):

Emerging: Work with pre-cut pieces and focus on gluing in the correct order.

Advanced: Add creative elements (draw extra cheese or scenery) and write a short label or sentence (“My mouse likes cheese”).

Materials:

Mouse printable template

Scissors

Glue sticks

Crayons or colored pencils

Optional: background paper for display

Skills Targeted:

Fine motor skills (cutting, gluing, coloring)

Spatial reasoning

Creativity and sequencing

Vocabulary related to body parts and animals

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Listen and Write the Sentence (Listening & Writing Center)

Students will apply their listening and writing skills to accurately record sentences using correct conventions (capitalization, spacing, punctuation, and HFW usage).

Description

At this center, Ss will listen carefully to sentences played from an audio recording or read aloud by the Tch. After listening, they will write each sentence on their recording sheet or in their journals, making sure to:

Begin with a capital letter

Use finger spaces

Include a period at the end

Use high-frequency words correctly

After writing, Ss will reread their sentences to check for accuracy and neatness.

Prompt Questions (PQ)

What do we need to remember when writing a sentence?

How do we know when a sentence ends?

Did you use a capital letter and a period?

Differentiation (DIFF)

Emerging: Write short, simple sentences with support or trace dotted versions.

Advanced: Write longer sentences with two HFWs or create an additional sentence independently.

Materials

Audio recording or teacher read-aloud list of sentences

Recording sheets or journals

Pencils and erasers

Visual checklist (Capital letter, finger space, period, reread)

Skills Targeted

Listening comprehension

Sentence writing conventions

High-frequency word recognition and use

Fine motor control and handwriting

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FIX THE MESSY SENTENCES

SS will strengthen sentence structure and writing fluency by correcting messy sentences. Each SS will receive or copy jumbled sentences with incorrect order, missing capitals, or punctuation errors. They will read each one carefully, rewrite it correctly in their journals, and illustrate it if time allows. This activity supports grammar awareness, reading comprehension, and attention to detail.

METACOGNITION: CREATIVE

Listen to the obvious option: What looks wrong in this sentence?

Brainstorm hidden options: How can I make it sound and look right?

Reflect: What did I learn about how sentences need to start, look, and end?

PQ

What do you notice about this sentence?

How do you know where the capital letter and period go?

How did your fixed sentence change the meaning?

DIFF:

Emerging: SS will fix short, simple sentences with teacher guidance and sentence frames.

Advanced: SS will correct longer sentences independently and add one more detail to extend the idea.

MATERIALS:

Strips or cards with messy sentences

Journals

Pencils and colors

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COLOR WORDS - MIXING SCIENTISTS

SS will be able to explore how primary colors combine to create secondary colors through hands-on experimentation. They will practice using fine motor skills, observation, early math concepts (addition), and color word vocabulary in writing.

ACT:
SS will use droppers to mix colored water in small cups or trays. They will start with two primary colors (red, blue, yellow) and predict what new color will appear. After mixing, they will record their results on a “Color Mixing Template,” writing simple color equations such as blue + red = purple or yellow + blue = green. They will then draw a small example of each new color.

DIFF:

Emerging:

Provide visual cues and word cards for each color (red, blue, yellow, green, orange, purple).

Offer sentence starters or models (e.g., “Red + blue = ___”).

Advanced:

Encourage them to test additional color combinations or shades (e.g., add more of one color to see if it changes tone).

Ask them to write full sentences describing what they discovered (e.g., “When I mixed red and blue, I made purple.”).

Materials:

Small cups

Droppers

Water with food coloring (red, blue, yellow)

“Color Mixing Template” (with spaces for equations and drawings)

Paper towels

caddies

PQ:

What two colors are you mixing?

What new color did you make?

How can you describe this color?

What happens if you add more of one color?

Can you write the color equation for your mix?

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Login to access and create your next design.

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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

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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

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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)

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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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CRITICAL: SAME, DIFFERENT, GAIN

Critical thinkers think of different ideas and decide on the best way to do things.

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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

-Daily Affirmations

Hello Hummingbirds!

You will identify a yes yes sentence and a no no sentence and fix it.

Iamhappytoday.

Icanseeacat.

Iliketoplay.

Wecangotothepark.

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-Hello

-Take attendance

-Move your body

Hello Hummingbirds!

Today we are going to work with rhyming words.

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HFW DO

Use the high-frequency word do correctly in oral and written sentences.

Description
Students will search for hidden do word cards placed around the classroom. Each time they find one, they will read it aloud and paste it on the HFW wall. After the hunt, students will respond in their journals to the prompt “What do you like to do?”, writing and illustrating their answers using the new word.

Prompt Questions (PQ)

How many HFW do we know so far?

When do we use do?

Can you make another sentence using do?

Differentiation (DIFF)

Emerging: Complete simple sentences using do with teacher support (e.g., I do art. I do my work.).

Advanced: Write several original sentences including do in different contexts (e.g., I do my homework at home. I do exercise with my family.).

Materials

Do word cards (hidden)

HFW wall

Journals

Pencils and crayons

Skills Targeted

Sight word recognition

Sentence construction

Reading and writing fluency

Word application in context

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I Love Learning Sight Words | Do | Jack Hartmann Sight Words

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-Hello

-Take attendance

-Move your body

Hello Hummingbirds!

We are going to work with long and short vowel sounds.

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LOWERCASE LETTERS PRACTICE (NEW LINES)

Objective:
Practice writing lowercase letters with correct directionality and proper use of writing lines.

Description:
Students will receive a template of the lowercase alphabet showing arrows that indicate the correct directionality for each letter. The teacher will model how to form each letter, showing where it should sit on the lines (top, middle, and bottom). Then, students will copy the alphabet onto their own paper or journals, paying attention to both the direction of the strokes and the correct placement on the lines.

PQ:

1. Why is it important to use the lines correctly?

2. Where do lowercase letters stay on the lines?

3. Which letters go below or touch the top line?

DIFF:

Emerging: Trace letters directly on the template and focus on using the middle line correctly.

Advanced: Copy the alphabet neatly on the new lines and write one word that starts with each letter.

MATERIALES:

Lowercase alphabet template (with direction arrows)

Lined paper or journals

Pencils and crayons

Chart paper for teacher modeling

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OBSERVATIONAL WALK

Record observations and write simple sentences describing what they see in their environment.

Description
Students will participate in an observational walk around the school, focusing on what they can see in their surroundings. They will be encouraged to notice details such as colors, shapes, people, nature, or classroom objects. After the walk, students will return to the classroom to reflect and write three sentences in their journals describing what they observed.

Prompt Questions (PQ)

What can you see?

What steps did you take during the walk?

What was your favorite thing to see?

Differentiation (DIFF)

Emerging: Write or draw a simple list of objects or things seen during the walk.

Advanced: Write full descriptive sentences including details about what they saw and where (e.g., “I saw a red flower near the playground.”).

Materials

Journals or recording sheets

Pencils and crayons

Clipboards (optional)

Skills Targeted

Observation and attention to detail

Sentence formation and writing conventions

Vocabulary development

Connection to environment

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HFW DO

SESSION # 15

Spelling Words Fully by Listening to All the Sounds

Students will be able to accurately spell words by identifying and writing all the sounds they hear in each word (Applying).

1. Connection (5 minutes)

Gather students on the carpet.
Remind them that writers have learned how to plan their stories and stretch words to hear the sounds. Today, they will take that strategy even further.

Say:
“Writers, have you ever tried to read your story later and couldn’t remember what a word said? That happens when we don’t write all the sounds we hear! Today, we’ll learn how to spell words fully so our stories can be read easily—by us and by others.”

Show a piece of writing that’s hard to read because it’s missing sounds, then show one that’s easier to read because the writer listened carefully and wrote every sound.

2. Teaching Point (5 minutes)

Teaching Point:
Today I want to teach you that writers spell words fully so they can read their stories and so that others can read them as well. One way you can do this is to say these words as slowly as you can, listen closely to the sounds you hear at the beginning, and then write those sounds down. Next, you can say the word again as you reread your writing—this time listening closely for the sounds you hear in the middle, and then again at the end of the word. This helps you write all the sounds you hear in a word, from beginning to end, which will make your writing much easier to read.

Model with a simple word such as sun:

Say it slowly: “ssss...uuuun.”

Write the s for the first sound.

Say it again and listen for the middle: u.

Say it again to find the ending: n.

Reread the word aloud: “sun.”

Explain that rereading helps writers check that they included all the sounds they heard.

3. Active Engagement (10 minutes)

Invite students to help you spell another simple word, such as cat or log.
Say it slowly, one sound at a time, and ask:
“What sound do you hear first? What comes next? What sound do you hear at the end?”

Record the sounds together on chart paper.
Then have students practice stretching and writing one or two words on whiteboards or in the air.

4. Independent Writing (15 minutes)

Students continue working on their own writing pieces.
Their goal today is to add more sounds as they label their drawings, making sure they record sounds in order from beginning to end.

The teacher circulates and supports, using language like:
“I’m so impressed by how you’re working hard to add more words today.”
“Can you reread that word and check if there’s another sound you can hear?”
“What sound comes at the end?”

5. Mid-Workshop Share (5 minutes)

Pause the class and celebrate examples of students who carefully recorded all the sounds in their words.
Have one or two read their labeled drawings aloud, emphasizing how clear their writing sounds.

Say:
“Writers, did you notice how we could read every part of their writing? That’s because they listened carefully to each sound!”

6. Link (5 minutes)

Wrap up by reminding students:
“Writers, every time you write, you can listen carefully to each word and make sure to record every sound you hear—from beginning to end. That’s how writers make their stories clear and readable.”

Encourage them to use this strategy in all their future writing.

DIFFERENTIATION (DIFF)

Emerging Writers: Use picture-word cards or sound boxes to help them segment words.

Advanced Writers: Encourage them to add blends or digraphs (e.g., frog, ship, tree).

English Language Learners: Model pronunciation slowly and pair them with supportive peers for sound identification.

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-Hello

-Take attendance

-Move your body

Hello Hummingbirds!

Today we are going to say something kind to a friend.

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CHARACTER COUNTS 12:00

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Intro number 20

Identify and represent number 20 using different forms (numeral, tally, ten frame, and objects).

Description
Students will find a hidden block taped under their chairs. Each block will be part of a large Numberblock 20 puzzle. As a group, they will work together to build the puzzle and discover the new number of the week. After revealing it, students will discuss its different representations and brainstorm how to make 20. Finally, they will go to their sketchbooks to draw and represent the number 20 using different forms (numeral, tally, ten frame, and objects).

Prompt Questions (PQ)

What do you think we are going to learn?

What numbers make number 20?

How can we show number 20?

Differentiation (DIFF)

Emerging: Represent number 20 using concrete materials such as cubes, counters, or fingers.

Advanced: Write the number word twenty and compose it using addition (e.g., 10 + 10 or 15 + 5).

Materials

Numberblock 20 puzzle pieces

Sketchbooks

Pencils and crayons

Concrete materials (cubes, counters, buttons, etc.)

Skills Targeted

Number recognition

Counting and composing numbers

Collaboration and problem-solving

Fine motor and representation skills

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@Numberblocks- Counting to Twenty! 🧮 | Back to School | Learn to Count

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WILD SOLUTION LAB

Objective:

SS will apply creative thinking strategies to analyze problems and generate unconventional solutions by thinking outside the box during problem-solving activities.

ACT:

SS will be given a simple everyday problem (e.g. How can we keep ice cream from melting on a hot day? or How can we get to school without using roads?). Their task is to come up with the craziest, most imaginative solution they can think of.

They will work in teams to brainstorm, draw and explain their idea so they can design a prototype. SS will then share their ideas with the class. On centers each group will create their design and by the end of the week we will vote into 2 different categories: Most Futuristic and Funniest Fix

PQ:

-What is a new way to carry all your school supplies?

-How can we keep ice cream from melting on a hot day?

-How can we get to school without using roads?

Materials:

-A3 Paper

-Pencils

-Markers

-Slides

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Number Concepts Stations

Students will apply their understanding of number concepts by engaging in hands-on stations that reinforce number words, number bonds, one more/one less, combinations to 10, and color-word recognition.

Description
Students will rotate through five interactive math stations, each designed to strengthen different number concepts. In each station, students will complete a short, hands-on task that allows them to manipulate materials, collaborate, and apply their learning.

Station 1 – Number Words
Students will match number words to numerals and quantities using cards or manipulatives.
→ Ex: Match “seven” to 7 and seven cubes.

Station 2 – Number Bonds
Students will build number bonds using linking cubes or counters to show how two parts make a whole.
→ Ex: 6 = 4 + 2.

Station 3 – One More / One Less
Students will roll a dice, write the number, and identify one more and one less on a recording sheet.

Station 4 – Rainbow to 10
Students will use colored markers to create “rainbows” of combinations that make 10 using counters or number arcs.

Station 5 – Color Words
Students will read color words and color corresponding objects on a worksheet or card.

Prompt Questions (PQ)

What do you notice about the numbers when we add one more or take one away?

How can we make a number in different ways?

What helps you remember number and color words?

Differentiation (DIFF)

Emerging: Work with visual supports and manipulatives for each station (e.g., cubes, pictures, number lines).

Advanced: Write equations for number bonds, create their own number word cards, and record all possible combinations for 10.

Materials

Number word cards and numeral cards

Counters, cubes, and dice

Recording sheets

Color pencils and markers

Rainbow to 10 templates

Clipboards or trays for rotation

Skills Targeted

Number recognition and relationships

Addition and decomposition

Sequencing (one more/one less)

Word reading (number and color words)

Fine motor and reasoning skills

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"Hooray for books"

Students will explore themes of reading, imagination, and excitement for books. They will predict story events, connect to their own experiences with books, and reflect on the joy of reading.

Interactive Read-Aloud and Discussion

Before Reading

Show the cover. Ask:

“What do you think this story will be about?”

“Why do you think the characters are excited about books?”

“What is your favorite book and why?”

Make a class chart: Why We Love Books (fun, adventure, learning, pictures).

During Reading

Pause at examples of different types of books. Ask:

“Which book would you like to read?”

“How does the character feel holding all these books?”

“Why are books important?”

Highlight emotions: excited, curious, happy, surprised.

After Reading

Discuss:

“What did you enjoy most about the story?”

“Have you ever felt excited about a book?”

“Which book would you recommend to a friend?”

Add to chart: Ways Books Make Us Feel (happy, curious, imaginative).

Prompt Questions (PQ):

Why do you think books are special?

How do you feel when you read a new story?

What can we learn from books?

DIFF.

Emerging: Use picture cards of books and characters. Practice sentence starter: “I like this book because ___.”

Advanced: Write or dictate: “A book I want to read is ___ because ___.” Role-play a mini library or book swap.

Optional Extension / CENTER:

Book Recommendation Center: Draw/write favorite books to share.

Reading Corner: Explore different book types (fiction, non-fiction, picture books).

Class anchor chart: Our Favorite Books and Why.

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Training My Body Awareness

Our attention moves from one place to another.

Practice: We move our attention from one place to another.