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-Take attendance

-Morning Message

-Move your body

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Playdough Chefs – Mixing & Writing

SS will engage in a hands-on sensory experience by creating their own dough using flour, water, salt, and food coloring. TCH will guide SS through the process step-by-step, using clear sequencing language. As SS mix ingredients and observe the transformation, they will discuss texture, color, and changes. After completing their dough, SS will document the experience by writing and/or drawing the ingredients and steps in their journals. This activity will support fine motor development, sequencing skills, and early procedural writing.

PQ:

What ingredients do we need to make dough?

What happens when you mix flour and water?

How can we remember the steps in order?

DIFF:
Emerging
SS will use visual recipe cards and complete a fill-in-the-blank journal entry with teacher support.
Advanced
SS will write full sentences in their journals describing each step.

MATERIALS:
Flour, salt, water, food coloring, mixing bowls, spoons, journals.

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-Take attendance

-Morning Message:

Good morning, Parrots!

Today we are going ___ play outside.
We are going ___ read a story.
We are going ___ have so much fun!

Can you guess which word is missing? 👀

Let’s look around and see if we can find it!

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-Take attendance

-Morning Message

-Move your body

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-Take attendance

-Morning Message

-Move your body

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-Take attendance

-Morning Message

-Move your body

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SESSION # 3 - Carrying On Independently as Writers

SS will reflect on what to do when they get stuck during writing and practice solving common writing problems independently. They will learn how to check their own work, make decisions, and continue writing confidently without waiting for adult help. Through modeling and a group problem-solving discussion, SS will recognize themselves as capable writers.

Invite students to help with mock problems:

“Let’s solve some writer problems together!”

Problem: There’s no more paper on the tray
→ Solution: Get more from the paper basket

Problem: I don’t have a pencil
→ Solution: Look in the pencil cup or ask a buddy

Problem: I don’t like my topic
→ Solution: Start a new page about something else you care about

After, SS will choose a topic they know a lot about using the “What Can I Draw About?” chart and create a detailed drawing in their journals to show their knowledge. They will focus on adding specific features to help others understand their ideas clearly. This activity supports giving meaning to the marks they make as they draw and encourages detailed expression through visuals and early writing.

PQ:

What can I do if I get stuck while writing?

How do writers solve their own problems?

Why is it important to keep going instead of waiting?

MATERIALS:

Teacher writing sample (e.g., garden page)

Chart: “Writers Solve Their Own Problems!”

Writing folders and journals

Paper, pencils, colors

Anchor poster: “You are the boss of your own writing!” (with superhero image)

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Letter Sound Sort – Water Table Hunt (letter review HEF, LIT, U, BDP)

SS will strengthen their letter-sound recognition by sorting objects from the letter buckets that begin with the letter chunks previously reviewed. TCH will place the objects in the water table, and SS will identify their beginning sounds and place each object into the correct letter tray. This activity will support phonemic awareness, vocabulary building, and sensory exploration through play-based learning.

PQ:

What sound does this object start with?

How can you tell which letter tray it belongs in?

What other words start with this sound?

DIFF:
Emerging
SS will work with a reduced number of letters and receive visual support (e.g., picture cards or sound prompts).

MATERIALS:
Water table, small objects (beginning with reviewed letters), labeled trays, visual sound cue cards.

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SS will read a morning message with missing HFWs and use context to predict the word. After discovering the word “TO” hidden in the class, SS will create and write their own sentences about things they like to do, making sure to include the HFW “TO.” This activity supports recognizing and using high-frequency words in context and writing simple sentences that are meaningful and readable.

PQ:

What do you think the missing word is?

Where have you seen or heard the word “to” before?

What is something you like to do?

DIFF:

Emerging: SS will say their sentence and TCH or a peer will help write it.

Advanced: SS will write full sentences independently using “TO.”

MATERIALS:

Morning message with missing HFW

Printed “TO” signs to hide

Journals

Colors, pencils, markers (caddy)

EXIT TICKET:

Write or say one sentence using the word “TO.”

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Early Learning Goal

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.

Letter Assessment (assess all letters

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

CHUNK:  H E F  L I T U(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

Hears, says and writes the initial sound in words.

Early Learning Goal

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.

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

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

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Pop & Find – Letter, Number, and HFW Hunt
SS will engage in a fast-paced, active learning game to reinforce recognition of high-frequency words (HFWs), letters, and numbers. While at the park, SS will be divided into three teams. TCHs will call out a target element—either a HFW, a letter, or a number. One SS from each team will run to find a balloon labeled with the correct element and pop it. Once they pop the correct balloon, they will return to their team line. The next word, letter, or number will be called, and the next group of runners will take a turn. The game will continue until all balloons have been popped. This activity will promote quick recall, listening skills, and physical coordination.

DIFF:
Emerging
SS will participate with support of one of the TCHs or another team player. TCH may use visual cue cards alongside the verbal prompt.

MATERIALS:
Balloons labeled with HFWs, letters, and numbers (1 per balloon), cue cards for emerging learners.

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SS will go on a scavenger hunt in the park to discover the new number of the week—10—by searching for 10 big envelopes hidden around. Each envelope will contain a different representation of 10 (e.g., fingers, tally marks, dice, ten frame, and addition sentences). After collecting all the envelopes, SS will return to the classroom, discuss the different ways to show 10, and complete the Number of the Week chart as a class. They will then draw and label the different representations in their sketchbooks to reinforce number understanding, addition, and numerical relationships.

PQ:

What are different ways we can make 10?

Why do you think 10 is an important number?

What did you notice in the envelopes?

DIFF:

Emerging: SS will choose two ways to represent 10 using the chart for support.

Advanced: SS will create their own equation to show 10 and illustrate it.

MATERIALS:

10 large envelopes

Number representations inside (dice, ten frame cards, fingers, tallies, objects, sums)

Chart paper for Number of the Week

Sketchbooks

Markers or pencils

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Letter P – Popcorn Science Discovery
SS will explore the letter of the week, P, through a sensory science experience involving popcorn. First, SS will make predictions about what happens to corn when it is heated. They will observe the changes as the kernels begin to pop and will describe what they see, hear, and smell. After the popping finishes, TCH will reveal that popcorn begins with the letter P, and also, that the sound of letter P is the same as the popping of the kernels. SS will then identify the letter P, practice forming it in the air or on a surface, and brainstorm other words that begin with the same sound. This activity will promote early phonemic awareness, observational skills, and oral language development.

PQ:

What do you think will happen to the corn?

What did you notice when the popcorn started to pop?

What other words can you think of that start with the /p/ sound?

DIFF:
Emerging
SS will focus on identifying the letter P from a group of letters and practice the p sound using visual and auditory cues.
Advanced
SS will attempt to explain why popcorn pops using simple cause-effect language and will generate a list of P words using initial sound recognition.

MATERIALS:
Popcorn kernels, oil, covered pot or popcorn maker, whiteboard for predictions, letter P flashcard.

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Measuring with Linking Cubes

SS will practice counting and comparing lengths using linking cubes. Each group of cubes is matched to a number, and SS will count the cubes in each group to confirm if it matches the number label. This hands-on activity supports number sense, one-to-one correspondence, and early measurement concepts.

PQ:

How many cubes are in your line?

Does the number match the amount of cubes?

Which group of cubes is the longest or shortest?

DIFF:

Emerging

SS will count cubes with adult support and match to lower numbers (1–5)

SS will use visual cues and count with fingers or a number line

Advanced

SS will build their own cube trains to match a number

SS will compare two trains and describe which is longer or shorter and by how many

MATERIALS:

Linking cubes

Number labels

Colored tape or mats (optional, to organize space)

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Exploring Level Books

Students will recognize sight words and letters in Level A books. Students will explore book features like pictures, text, and title to support reading comprehension.

Description:
SS will explore Level A books independently or in pairs. They will look at the pictures, identify letters and simple words they know, and talk about the story using prompts. They will also practice tracking print with their fingers and retelling the story in their own words.

PQ:

What do you see in the pictures?

Can you find words you know in the book?

What do you think will happen next in the story?

DIFF:

Emerging: Focus on picture exploration and letter recognition; students describe pictures and identify familiar letters or words.

Advanced: Students track print while reading and attempt to retell or predict parts of the story using simple sentences. (add level B-C books)

Materials:

Level A books

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Early Learning Goal

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)

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SS will play a Kahoot game to review previously learned high-frequency words, reinforcing word recognition and reading fluency in an engaging and collaborative way.

PQ (Prompt Questions):

How do we know a word is a high-frequency word?

Which word was tricky for you?

What helped you remember a word you forgot?

MATERIALS:

iPads or laptops

Kahoot game with a mix of HFW (I, CAN, SEE, A, LIKE, TO, etc.)

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Early Learning Goal

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.

Explore, Recognize, and Identify HFW : (I, CAN, SEE, A, LIKE)

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Story Builders – Part 1: Team Challenge by Strengths

SS will be grouped based on their social-emotional strengths (e.g., leaders, idea-followers, encouragers, etc.) and will be challenged to collaborate in creating a group story. TCHs will hand out cards with character, setting, and action prompts. Each group will brainstorm, sequence, and construct a simple story using the given elements. SS will be encouraged to take turns, share ideas respectfully, and contribute their unique strengths to the group process. This activity supports narrative development, creative thinking, and self-awareness of team roles.

PQ:

What role do you think you play best when working in a group?

How can your strength help your team today?

What makes a story interesting to listen to?

DIFF:
Emerging
SS will work with visual supports (story mats, picture cues) and simplified story cards with one element at a time.
Advanced
SS will be challenged to include a beginning, middle, and end with dialogue and use multiple characters and transitions.

MATERIALS:
Story element cards (characters, settings, actions), whiteboards or large paper, crayons/markers, team role chart (leader, encourager, idea-giver, etc.).

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Tracing with Carbon Paper

SS will practice fine motor control, letter-sound connection, and vocabulary development by tracing a drawing over carbon paper. After transferring the image, they will label different parts of their drawing and add color. This activity reinforces visual-motor coordination, early writing, and concept recall.

PQ:

What did you trace and why did you choose it?

What sounds do you hear in the words you labeled?

How did you keep your lines steady?

DIFF:

Emerging:

SS will trace simple shapes or drawings with adult support

SS will label with beginning sounds and color with guidance

Advanced:

SS will trace with control and detail, label all parts, and write a descriptive sentence

SS will add extra features and explain their choices

MATERIALS:

Carbon paper

Line drawings to trace

Blank paper

Pencils and colors from the caddy

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Early Learning Goal

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.

We are all writers (sessions 1&2.)

1. We are all writers

2. When we are done, we have just begun (labeling)

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SS will play a number-based Twister game where they reinforce number recognition and representation by placing their hand or foot on the correct spot on a game mat that includes numbers represented as digits, dice, tallies, and ten frames.

PQ (Prompt Questions):

What number did you get?

How do you know it’s the right representation?

Can you find another way to show that number?

DIFF:

Emerging: SS will match the number to a visual cue with teacher or peer support.

Advanced: SS will explain how they knew the correct representation and give an alternative representation verbally.

MATERIALS:

Twister-style game mat with different number representations (dice, tally marks, numerals, ten frames)

Number spinner or dice

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Early Learning Goal

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 (9 connected elements)

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Early Learning Goal

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.

Make simple observations, predictions, explanations, and generalizations based on real-life experiences

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

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Early Learning Goal

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)

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Early Learning Goal

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

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Semana # 1: Respiro y estoy presente (ancla)

Semana # 2: Cuento y respiro

Semana # 3: Inhalo y Exhalo el Presente (etiquetando)

Semana # 4: Quietud Presente (cuerpo quieto)

Semana # 5: Respirando Quietud

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Dragon's love tacos - Session 1

Students will observe the front cover and make predictions about the story based on visual clues and prior knowledge.

Description:

Before reading the book, students will closely examine the front cover. They will engage in elbow-partner discussions to predict the storyline, identify familiar elements (like dragons and tacos), and make connections to prior knowledge or classroom content. Their predictions will be recorded on a class thinking web or chart paper.

PQ:

What do you see on the front cover?

What do you think the story will be about?

Have you ever eaten tacos or heard about dragons before? What do you know about them?

DIFF.

Emerging:

Use visual prompts (taco, dragon images) to support vocabulary.

Provide sentence starters: “I see a…”, “I think it will be about…”.

Partner them with more verbal peers for elbow discussions.

Advanced:

Encourage more detailed predictions: “I think the dragon will…”

Invite them to justify their predictions with evidence: “Because I see…”

Allow them to lead group sharing or scribe peer predictions on the chart.

Materials:

Dragons Love Tacos book

Chart paper or whiteboard

Markers

Vocabulary cards

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Story Builders – Part 2: Reflect & Rate Teamwork

SS will present their stories to the rest of the class, then, they will reflect on their collaboration process using the Teamwork Chart. SS will evaluate whether they followed key steps to work effectively as a team: listening, taking turns, using kind words, and solving problems together. TCH will guide a brief discussion on what went well and what could be improved next time, encouraging students to analyze and self-assess their role in group work.

PQ:

What helped your team work well together?

What was challenging, and how did your team handle it?

What would you do differently next time?

MATERIALS:
Teamwork reflection chart (with visuals and steps), markers.

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What did you learn?

At the end of the week, SS will reflect on one Flag Time activity they enjoyed or found challenging and will represent their experience through drawing and simple writing. By revisiting their learning process, SS will develop metacognitive awareness and begin to identify personal progress, goals, and emotions related to learning. This helps foster self-assessment, ownership, and a growth mindset.

Skill:

Self-reflection and self-assessment

Expressive drawing and writing

Emotional awareness and goal setting

Materials:

Journal

Reflection Slide

Caddies

Sentence starters (e.g., “I liked…”, “It was hard when…”, “Next time I want to…”)

visuals/icons for feelings and activities for emerging writers

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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)