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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.

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

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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

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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

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READ AND MATCH

SS will read simple sentences and match them to the correct pictures, reinforcing reading comprehension, sight word recognition, and sentence structure. This activity supports early literacy by helping SS connect written language to visual meaning.

PQ:

What did your sentence say?

How did you know which picture matched your sentence?

What helped you read the sentence?

DIFF:

Emerging

SS will focus on identifying key words in the sentence

Advanced

SS will read independently and explain their picture choice

MATERIALS:

Sentence strips with simple sentences

Picture cards

Clipboards or trays for sorting

Advanced: journals for sentence writing extension

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-Hello

-Take attendance

-Move your body

Hello Hummingbirds!

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

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-Hello

-Take attendance

-Move your body

-Daily Affirmations

Hello Hummingbirds!

Today we will play HFW game

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-Hello

-Take attendance

-Move your body

Hello Hummingbirds!

Today we will remember a lettter.

On the board, I wrote some words:

yarn dog yellow cat yo-yo fish

Can you come up and circle the words that start with the letter Y?

Let’s read them together and make the /y/ sound!

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SESSION #9 – ASKING AND ANSWERING QUESTIONS TO ADD MORE

Description:
Students will learn how writing partners can help improve a piece after it is “finished” by asking meaningful questions. The teacher will model reading a short piece aloud and inviting the class to ask “what,” “where,” “when,” “why,” and “how” questions. Partners will then exchange their own writing, read each other’s work, and ask questions to help each other add more details and descriptions. Writers will then revise their work based on the questions received.

-Ss will follow the super writers steps and write following the prompt: What did you do in your vacations?

- Ss will use the new checklist to review their work

Prompt Questions (PQ):

How can asking questions help someone improve their writing?

Which questions give the most helpful details?

Can you think of a time when someone’s question helped you explain more?

Differentiation (DIFF):

Emerging: Use a visual anchor chart of WH questions and sentence stems (“I wonder…”, “Can you tell me more about…”) to support partner talk.

Advanced: Ask follow-up questions that build on a partner’s answers and suggest specific ideas to expand the writing.

Materials Needed:

Chart paper & markers

Anchor chart with WH question words (“What, Where, When, Why, How”)

An object for a quick class interview

In-progress student writing samples

“I can revise my teaching book” anchor chart

“Meet with our partner” anchor chart

Skills Targeted:

Peer collaboration and communication

Question formulation

Revision and elaboration in writing

Listening comprehension

Oral language development

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LETTER REVIEW

Students will identify letters, associate sounds, and practice writing and labeling words that start with those letters through a rotation activity.

Description:
Each student will find a letters on top of the table (park - picnic tables). Using their journals, they will write the letter, draw one object that starts with that letter, and stretch out the word to label their drawing. Then, students will rotate through different tables to practice with all the letters learned so far.

Prompt Questions (PQ):

What letter did you get?

What sound does this letter make?

Can you think of other words that start with this letter?

Differentiation (DIFF):

Emerging: Write the letter and label the drawing with help.

Advanced: Write complete sentences for each word they draw and label.

Materials Needed:

Letters on tables (paper or card letters or fomy letters)

Journals or writing paper

Pencils, crayons, or markers

Skills Targeted:

Letter recognition

Phonemic awareness (letter sounds)

Writing and labeling

Fine motor skills

Vocabulary development

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HFW: and

"The dog and the cat"

Students will recognize, read, and use the high-frequency word “and” in sentences related to the story The Dog and the Cat.

Description:
Students will participate in a group reading of The Dog and the Cat using a pointer to track each word as they read aloud. After the reading, they will write sentences in their journals using the high-frequency word “and” to describe the story. Students who are ready will write additional sentences to expand their understanding and use of “and.”

Prompt Questions (PQ):

When do we use the high-frequency word “and”?

How many people or things are we talking about when we use “and”?

Differentiation (DIFF):

Emerging: Write simple sentences using “and” related to the story.

Advanced: Write multiple sentences using “and” and include more details about the story.

Materials Needed:

Book or text The Dog and the Cat

Pointer or reading tool

Journals or writing paper

Pencils or crayons

Skills Targeted:

Reading fluency and tracking

Writing sentences

Understanding conjunctions (joining words)

Comprehension of story content

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

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FAIRNESS

Students will understand the concept of fairness by identifying fair vs. unfair situations using visual slides and guided discussion.

Activity Description:
- first the teacher reenacts a situation where tney are very unfair. (ex. game and givi points in an unfair way)

The teacher shows a short slide presentation with 6–8 illustrated situations. Each picture shows a real life classroom or playground moment, for example:

Two children sharing crayons

Only one child getting a cupcake

All children waiting their turn for the slide

One child being left out of a game

After each slide, ask: “Is this fair or unfair?” and let them talk about it.
Students will draw a picture of a moment when they were fair or when someone was fair to them.

Prompt Questions:

1. What does fairness look like in school?

2. Is fairness the same as everyone getting the same thing? Why or why not?

3. How can we help others feel that things are fair?

DIFF:

Emerging learners: Use simpler images and yes/no options instead of “fair/unfair” labels.

Advanced learners: Create their own “fair vs. unfair” example on a mini poster or journal page.

MATERIALES:

Slides

Sketchbook

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Login to access and create your next design.

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Living and nonliving things

Students will identify and differentiate between living and nonliving things by watching a video, participating in a discussion, and categorizing images through a drawing activity.

Description:
Students will watch a short video and view slides explaining the characteristics of living and nonliving things. Afterwards, they will engage in a group discussion to share examples. Then, in a whole-class activity, students will spin a wheel to get an image of either a living or nonliving thing and will draw the image in their sketchbooks on the correct side labeled “Living” or “Nonliving.” Students who are ready will write sentences describing the item.

Prompt Questions (PQ):

What is the difference between living and nonliving things?

Can you name some living things?

Can you name some nonliving things?

Differentiation (DIFF):

Emerging: Draw the image in the correct category (Living or Nonliving).

Advanced: Write sentences describing the image and explain why it is living or nonliving.

Materials Needed:

Video and slides about living and nonliving things

Spinner wheel with pictures of living and nonliving things

Sketchbooks or drawing paper

Pencils, crayons, or markers

Skills Targeted:

Observation and classification

Speaking and listening

Fine motor skills (drawing and writing)

Early science concepts (living vs. nonliving)

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Living and Nonliving Things | #aumsum #kids #science #education #children

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“The Worrysaurus”

Students will identify what worry feels like, discuss strategies to manage worries, and create a Worry Jar (or Worrysaurus craft) to practice calming skills.

Before Reading

Show the cover. Ask:

“What do you think Worrysaurus is feeling?”

“What does it mean to worry?”

“When do you feel worried?”

Chart responses with a Feelings Anchor Chart: Worry / Calm.

During Reading

Stop at pages that show Worrysaurus imagining bad things happening. Ask:

“How does Worrysaurus feel right now?”

“What is he thinking?”

“Do you ever feel this way?”

Highlight words like worry, fluttery, plan, calm.

When he uses his calming strategies:

“What is Worrysaurus doing to help himself?”

“Could that help you when you’re worried?”

After Reading

Discuss:

“What helped Worrysaurus feel better?”

“What can we do when we’re worried?”

“How can we help a friend who is worried?”

Complete the Feelings Anchor Chart with calming strategies.

ACT:

“Worrysaurus Worries”

Draw your own Worrysaurus. (Journal)

Write 2/3 worries that you have

Sit with a friend and discuss your worries and a possible solution

Prompt Questions (PQ):

Why did Worrysaurus start to worry?

What helped him feel calm again?

What could you do when you feel worried?

DIFF.

Emerging:

Use emotion cards to match worried and calm.

Act out worried vs. calm faces and body language.

Advanced:

Invite students to write or dictate a time they felt worried and what helped them.

Discuss more complex coping strategies like talking to someone or deep breathing.

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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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CREATIVE: OPTIONS EXPLOTION

List the obvoius option

brainstorm all the different "hidden" options. Be imaginative!

what have i learned from finding

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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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Letter Sounds Roll & Cover

Identify and match beginning letter sounds to corresponding images (Remembering & Understanding).

Description:
Students will roll a letter sound dice, say the letter sound out loud, and find a picture on their board that begins with that sound. They will cover the picture using a small cube or counter. The game continues until all pictures are covered.

Prompt Questions (PQ):

What sound does this letter make?

Can you name another word that starts with this sound?

Where do you hear this sound in the word—at the beginning, middle, or end?

Differentiation (DIFF):

Emerging: Work with fewer letters or only match 3–4 sounds.

Advanced: Write the name of each picture after covering it, focusing on spelling.

Materials Needed:

Letter sound boards (like the one in the picture)

Letter sound dice

Counters or small cubes

Skills Targeted:

Phonemic awareness

Letter-sound correspondence

Vocabulary building

Fine motor skills

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Coloring Inside the Lines

Develop fine motor control and hand–eye coordination by carefully coloring within boundaries (Applying).

Description:
Students will choose a coloring page and use crayons or markers to color in the picture, focusing on staying within the lines. Encourage students to use a variety of colors and patterns to make their artwork unique.

Prompt Questions (PQ):

How can you make sure you color inside the lines?

What colors will you choose and why?

How does your picture change when you add more details?

Differentiation (DIFF):

Emerging: Provide simpler images with larger spaces to color.

Advanced: Offer more detailed images and encourage blending or shading techniques.

Materials Needed:

Coloring pages

Crayons, colored pencils, or markers

Skills Targeted:

Fine motor skills

Hand–eye coordination

Creativity and self-expression

Focus and attention to detail

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Living and Nonliving Sorting and Writing

Students will classify objects as living or nonliving by sorting images found in the sensory table, labeling them on a whiteboard, counting each category, and writing sentences to describe their findings.

Description:
Students will search through the sensory table to find images of various objects. They will then sort these images on a large whiteboard into two categories: living and nonliving things. After sorting, they will label each image. As an extension, students will go to their journals and write sentences such as:

"I found ___ living things."

"I found ___ nonliving things."

They will also list some of the items they found in each category.

Prompt Questions (PQ):

How do you know if something is living or nonliving?

How many living things did you find?

How many nonliving things did you find?

Differentiation (DIFF):

Emerging: Sort and label images with support; count items with help.

Advanced: Write sentences in their journals listing the items and describing the categories.

Materials Needed:

Sensory table with mixed images of living and nonliving things

Large whiteboard with space divided into “Living” and “Nonliving” sections

Markers for labeling

Journals or writing paper

Pencils or crayons

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Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing.

Number Assessment 1-20

Rote counting up to 20

Use concrete material to create sets with given numbers of objects to 20

Use numbers to represent quantities to 20

Represent numbers (dice, tally, ten frame, cardinal, objects)

Ten Frame

Recognize and creates patterns

Compose and decompose numbers up to 10 into pairs in more than one way using manipulatives

Recognize number words (0-1)

Recognize number words (zero, one, two, three, four five six seven)

In practical activities and discussion, beginning to use the vocabulary involved in changing quantity

Classify objects by attributes

Classify objects and count the number of objects in each category

Uses positional words to describe creations

Include number words into writing pieces

Compare and order numbers

Mentally recognize quantity

Uses non-standard units of measurement to measure objects around them.

Recognize 2D shapes: circle, triangle, rectangle, square and hexagon.3D shapes: cylinder, sphere, cube, and cone.

Uses positional words to describe creations

Counting backwards from 10

Say the number that is one more or one less than a given number

Begins to understand the concept of addition as putting together and adding to, and understand subtraction as taking apart and taking from.

Find the number (from 1 to 9), that makes 10 when added to the given number

Representation and model Mathematics (Problem Solving): Understand meaning of "How many"?

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# 1: Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly and others are phonetically plausible.

#2: Children listen attentively in a range of situations. They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions. They give their attention to what others say and respond appropriately, while engaged in another activity.

# 3: Children read and understand simple sentences. They use phonic knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.

Letter Assessment (assess all letters)

Links sounds to letters, naming and sounding the letters of the alphabet

Hears, says and writes the initial sound in words.

CHUNK:  H E F L I T U D P B A M N K V W    X Y (upper and lowercase)

Recognizes letter sounds

Recognizes letter names

Gives meaning to marks they make as they draw, write and paint.

Links sounds to letters, naming and sounding the letters of the alphabet

Writes own name and other things such as labels,captions

Manipulates phonemes/ identify and separate phonemes in words

Uses vocabulary and forms of speech that are increasingly influenced by their experiences of books.

build vocabulary by noticing new words, discussing word meaning on a visual structure, and collecting the words they encounter in books

Hears, says and writes the initial sound in words.

HFW: (I, CAN, SEE, A, LIKE, TO, MY, THE, HAVE, AM, IS, WE, YOU, IN, AND HE, ME, WENT, NO, GO))

Uses pictures to read simple sentences from left to right.

match one spoken word to one word in print, as defined by space

build vocabulary by noticing new words, discussing word meaning an visual structure, and collecting the words they encounter in books

Can segment the sounds in simple words and blend them together and knows which letters represent some of them (BLENDING)

Word families (on/at/ay)

Rhyming words

Change beginning sound

We are all writers

When we are done we have just begun (labeling)

Joins in with repeated refrains and anticipates key events and phrases in rhymes and stories.

Recognises rhythm in spoken words

Carrying on independently as writers

4. Writers call to mind what they want to say, then put that onto the page

5. Stretching out words to write them

6. Writing even hard-to-write ideas

Bend # 2

7. Turning pieces into books

8. Planning teaching books page by page

9. Asking and answering questions to add more

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Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.

Posture

Pencil grip

Self portrait

Uses hands intentionally on daily basis activities to stimulate endurance

Uses hands to hold objects intentionally

uses correct pencil grip to draw/write

Uses pencil grasp to solve daily basis problems

Create shapes and letters using simple lines

Coordinates eye - hand with accuracy in cutting straight and curved lines.

Uses dominant hand for daily activities

Traces lines and letters following the correct directionality (Top to bottom, lef to right)

Uses spaces and respects limits accordingly to the task

Uses positional words to understand and complete tasks

Manipulates and differentiates sensorial stimuli

Explores different body parts to create body postures

Static balance for 10 sec

Alternates jumps using both feet

Identifies and applies appropriate postures according to the task

Participates in visual perception activities

Follows and coordinates visually movements

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- Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and

plants and explain why some things occur, and talk about changes.

- Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.

Predictions and observation

Manipulate objects and observes to make connections to previous knowledge

Use of senses to gather information about objects

Recognize own physical features (age appropriate)

Recognizes and solves problems through active exploration, including trial and error, and through interactions and discussions with peers and caregivers

Collect, describe, and record information through discussion, drawings, and chart (surveys & tally marks, web map, bar graph, venn diagram)

Identify the common needs such as food, air, and water of familiar living things

Invents strategies to figure out answers to problems

Shows curiosity about living and nonliving things

-Shows respect for living things

Categorize objects into groups based on their qualities, similarities and differences

When unsuccessful at solving problems, experiments and adapts strategies

Early Learning Goal

Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions.

-Remembers and talks about significant events in their own experience.

​​Recognize membership in family, neighborhood, school, and other groups.

-Explain why families and classrooms have rules (e.g., examples of rules and consequences).

-Identify school personnel to whom students can go for help or safety

-Follow safety procedures for school emergencies (e.g., fire drills, earthquake, intruder).

-Identify examples of honesty, responsibility, patriotism, and courage from history, literature, and folklore, as well as from everyday life (e.g., heroes and special holidays).

-Use words and phrases correctly related to chronology and time. Words to include but not limited to past, present, future, before, now, and later.

-Identify common places in their community (landmarks)

- Describe surroundings

-Recognises and describes special times or events for family or friends.

-Makes comparisons among several objects based on one or more attributes (length, size, weight) and using words such as shorter, taller, bigger, smaller, heavier, lighter.

-Recognize and investigate cause-and effect relationships in everyday experiences – pushing, pulling, kicking, rolling, or blowing objects

- Shows acceptance of persons from different cultures and ethnic groups

-Shows that he/she values others within the classroom/program, family, and community

-Knows some of the things that make them unique, and can talk about some of the similarities and differences in relation to friends or family

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Children play cooperatively, taking turns with others. They take account of one another’s ideas about how to organize their activity. They show sensitivity to others’ needs and

feelings, and form positive relationships with adults and other children.

Caring

Respect

Responsibility

Fairness

Citizenship

Trustworthiness

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Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with color, design, texture, form and function.

Tinkering and Design

Tinkering and Design

Manipulates and interacts with materials and their utilities (Tinker)

Repeats different actions to improve results

Creates with no instruction by tinkering with materials

Tinker with materials to solve problems

Follow the correct use of computers and apps

Shares and collaborates with peers through exchanging ideas and helping one another.

Ignites imagination by applying the maker cycle (imagine-play-make-share)

Makes things happen, watches for results, repeats and improves results

Design thinking: represents ideas through drawings and labeling

Shares thinking about future projects (Design Thinking).

Communicates and explains their creation with details, their use and names them

Observes environment, records detailed data, makes comparisons and uses the information to create

Manipulates objects that have no instruction and gives them a purpose

Manipulates riding toys with precision

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-Hello

-Take attendance

-Move your body

Hello Hummingbirds!

Let’s count together from 0 to 15!

Now, let’s draw number representations:

3 9 15 0 7 12

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Mini-lesson: one more one less

Students will understand and practice the concepts of “one more” and “one less” using number lines and guided discussion.

Description:
Students will review slides as a whole group that explain the ideas of “one more” and “one less.” The teacher will demonstrate how to use a number line to find one more or one less than a given number. Then, students will discuss examples and practice finding one more and one less using their own number lines or a classroom number line.

Prompt Questions (PQ):

What is one more than this number?

What is one less than this number?

How can a number line help us find one more or one less?

Differentiation (DIFF):

Emerging: Identify one more or one less using the number line with support.

Advanced: Explain how they found one more or one less and solve problems with larger numbers.

Materials Needed:

Slides explaining one more and one less

Number line (classroom-sized or individual)

Whiteboard and marker

Exit ticket worksheet or paper

Skills Targeted:

Number sense

Counting and sequencing

Using tools to solve math problems

Verbal explanation of math thinking

Exit Ticket:

What is one more than ___?

What is one less than ___?

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Rote count to 40!

Students will practice counting aloud up to 40 and recognize number order by participating in a movement-based treasure hunt and ordering activities.

Description:
Students will begin by finding an envelope with a clue instructing them to walk 20 steps from a designated spot (e.g., the soccer field X) to find the first treasure. Treasure #1 will be a number ordering activity where students arrange numbers from 1 to 20 in order. Then, they will find a second envelope with a clue to walk 40 steps from the same spot to find treasure #2, where they will order numbers from 20 to 40. Throughout the activity, students will practice rote counting aloud and observe counting patterns.

Prompt Questions (PQ):

Why do we learn to count?

What patterns can you find when counting to 40?

Differentiation (DIFF):

Emerging: Practice counting aloud with the group and arrange numbers with support.

Advanced: Explain counting patterns and count independently beyond 40.

Materials Needed:

Envelopes with clues

Number cards for 1–20 and 20–40

Designated space for walking steps (e.g., soccer field)

A marker or tape to mark “X” spot

Skills Targeted:

Rote counting

Number recognition and ordering

Gross motor movement

Pattern recognition in numbers

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Little Tritans - Kids Songs and Nursery Rhymes

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1 to 40 | Learn Number song Video For Kids and children

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-Hello

-Take attendance

-Move your body

Hello Hummingbirds!

Let's complete and read the story.

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Intro number words: five and six

Students will recognize, read, and write the number words five and six and represent them through a creative monster drawing.

Part 1: Introduction Activity – “Meet the number monsters”

1. Teacher introduces the number words five and six by reading a story.

2. Together, read the story and discover the new number words (match the numeral, number word, and images.

PQ:

What does the word five look like?

What does the word six look like?

Can you show me five things with your hands? Six things?

Part 2: Creative Activity – “Monster Numbers”

1. In their sketchbooks, students will turn the numbers 5 and 6 into monsters while practicing their fine motor skills (cutting, pasting, coloring, and drawing)

Example: Add eyes, arms, teeth, and colors to make them fun.

2. Students label their drawings with the words five and six.

3. Share with a partner or whole group: “This is my five monster” / “This is my six monster.”

DIFF:

Emerging: Trace or copy the number word and decorate the monster.

Advanced: Write a short sentence such as “My five monster has five eyes” or “My six monster is green with six teeth.”

Materials Needed:

Flashcards with “five” and “six”

Numeral cards (5, 6)

Sketchbooks

Pencils, crayons, markers

scissors

glue

Skills Targeted:

Number recognition and word recognition

Counting sets of 5 and 6

Fine motor and creativity

Early writing

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"Let's Build A City"

Students will collaboratively design and construct a model city by creating buildings, adding details, and setting up a complete city scene.

Description:
In one extended session, students will work in teams to build and decorate a city model. They will:

1. Cover boxes with paper to form the walls and roofs of buildings.

2. Add doors, windows, building signs, and landscape elements.

3. Create houses, traffic signs, street signs, and trees.

4. Arrange the buildings and houses to form the city and suburb.

5. Add vehicles such as cars and buses to complete the scene.

Prompt Questions (PQ):

What buildings and places should our city have?

Where should each building go? Why?

How can we make our city realistic and organized?

Differentiation (DIFF):

Emerging: Focus on covering boxes, adding basic features, and placing items in the city.

Advanced: Design detailed elements (e.g., realistic signs, landscapes) and help plan the city layout.

Materials Needed:

Boxes (various sizes)

Colored paper and construction paper

Scissors, tape, glue

Markers, crayons, or paint

Small toy cars, buses, and trees (optional)

Skills Targeted:

Collaboration and teamwork

Creativity and design

Fine motor skills (cutting, gluing, decorating)

Spatial awareness and planning

# data[].attributes.body
Training My Heart (Judging vs. Accepting)

Students will recognize the difference between judging a situation and accepting it, and practice responding to events with openness rather than labeling them as “good” or “bad.”

Description of Activity
The teacher will introduce the concept using the phrase “Good luck, bad luck… who knows?” and the idea that sometimes we cannot tell right away whether something is truly good or bad. The class will discuss examples from daily life. Then, the teacher will share the phrase “It is what it is” as a tool for acceptance.
Students will practice through short scenarios: the teacher presents an event, and students respond with either a judgment or an acceptance statement.
The activity will end with a reflection circle where students share a time when something they thought was “bad” turned out to be “good” or taught them something important.

Prompt Questions (PQ)

How do we usually feel when something doesn’t go our way?

What does it mean to accept something?

Can you think of a time when something seemed bad at first but turned out okay?

Differentiation (DIFF)

Emerging: Respond to simple, concrete scenarios with “good,” “bad,” or “it is what it is.”

Advanced: Explain why they would choose acceptance over judgment and give a real-life example.

Materials

Scenario cards with different situations

Chart paper with the two headings: “Judging” and “Accepting”

Reflection journals or drawing paper

Markers or crayons

Skills Targeted

Emotional awareness

Perspective-taking

Mindful thinking

Verbal expression

# data[].attributes.body
SORTING BY ATTRIBUTES

Objective:
Identify and categorize objects based on observable attributes.

Description:
Students will explore the sensory table filled with kinetic sand and hidden objects. After discovering the items, they will decide on different ways to sort them (e.g., by size, color, shape, material) and group them accordingly.

PQ:

How can you sort the objects you found?

What do these objects have in common?

Can you think of another way to sort them?

DIFF:

Emerging: Sort using one basic attribute (e.g., color only).

Advanced: Sort using two or more attributes and explain their reasoning.

MATERIALES:

Sensory table with kinetic sand

Small hidden objects (buttons, beads, animals, etc.)

Sorting trays or plates

Sketchbooks (optional, to draw sorted groups)