1. Introduction & Discussion:

• Talk about how gratitude can bring us happiness, even in little moments.

• “Happiness is made of moments, but we can live with gratitude every day.”

2. Individual Reflection:

• Students reflect and write/draw:

  • 5 big things they are grateful for (family, home, health…)

  • 5 small things (a hug, a favorite snack, a sunny day…)

3. Sharing Circle:

• Sit in a circle. Invite each student to share one item from their list.

• Emphasize how sharing helps us notice each other’s feelings and experiences.

• “When we share our gratitude, we connect. It shows us that we all feel deeply.”

4. Wrap-Up:

• Reflect on how gratitude made them feel today.

• Optional: display their work on a Gratitude Wall in the classroom.

Students will explore the concept of gratitude as a mindset, identify things they are thankful for, and recognize how sharing gratitude fosters emotional connection and happiness.

Description:
Students will learn that happiness can come from small moments, and that living in a state of gratitude helps us feel more fulfilled. They will reflect on five big and five small things they are grateful for, write or draw them, and then participate in a group sharing activity to build empathy and connection.

Prompt Questions (PQ):

• What does it mean to feel gratitude?

• What are some big things in your life that make you feel thankful?

• What are some small things that make you happy?

• How do you feel when someone shares something they are grateful for?

Differentiation (DIFF):

• Emerging: Draw 2–3 things they are grateful for with verbal support.

• Advanced: Write full sentences and share why each item is important to them.

Materials:

• Gratitude journal page or blank paper

• Pencils and crayons

• Gratitude poster or anchor chart (optional)

• Calm music for reflection time (optional)

Skills Targeted:

• Self-awareness

• Emotional expression

• Empathy and social connection

• Speaking and listening

• Drawing and writing

-Take attendance

-Move your body

Hello Hummingbirds!

It’s the last day of the semester ,let’s have some fun together!

Today we will play a game called:

Guess That Picture!

• One friend comes up to draw something on the big board.

• The rest of us guess what it is!

• After guessing, we help label.

PLANNING TEACHING BOOKS PAGE BY PAGE

Students will plan their teaching books by thinking through what they will write on each page, using post-its and oral rehearsal to sketch out ideas. They will also revisit previous writing pieces to expand them into full books.

In this session, students will work in partnerships to plan out each page of a new teaching book. They will use pre-stapled booklets to map out what they want to say across the pages, using post-its to note key ideas. Students will also return to old writing pieces and determine if any of them can be turned into full books by expanding the ideas across new pages (including writing on the back).

Prompt Questions (PQ):

• What do you want to teach others about?

• What will go on each page of your book?

• Does one of your old pieces have an idea you want to grow into a book?

Differentiation (DIFF):

• Emerging: Use simple drawings with labels and oral planning for each page.

• Advanced: Write 1–2 sentences per page, begin using transitional words (first, next, then, last).

• Tip: Encourage advanced students to plan for writing on the back if they run out of pages.

Materials:

• Pre-stapled booklets

• Old writing folders

• Post-its

• “When We Are Done We’ve Just Begun” chart

• New anchor charts: “Reread Our Writing” and “Meet With Our Partner”

• Markers, pencils, crayons

• Topic jar (for students who struggle choosing a topic)

Skills Targeted:

• Planning and organizing ideas

• Oral rehearsal and partner collaboration

• Expanding writing and adding details

• Revising and revisiting old pieces

• Using transitional thinking for writing across pages

Structure of the Lesson:

Connection:

• Introduce the idea that some partners are now 1s and others are 2s.

• Celebrate students who have been writing longer pieces.

• Let them know they’re becoming the kind of writers who think across whole books, not just single pages.

Teaching Point:

• “Writers of books plan how their pages will go. Instead of just starting and seeing what happens, they touch each page and think about what they’ll say before they write.”

Teaching & Active Engagement:

• Let students work with partners to brainstorm ideas (use topic jar if needed).

• Encourage them to touch each page in their blank booklet and say what they will write on it.

• Pass out post-its so they can jot a drawing or quick word to show their idea for each page.

• Midway: “Writers, stop and show your partner what you’ve planned so far!”

Link:

• Remind students to think through their entire booklet and plan before writing.

• Let them know they can write on the back of the page if they run out of room.

Share:

• Focus on "Going back to old pieces and writing more."

• Show an older piece and model how to reread and stretch the idea into a book.

• Use anchor charts: “Reread our writing” and “Meet with our partner.”

• Let students choose a piece from their folder, discuss it with their partner, and mark it with a post-it if they want to expand it later.

-Take attendance

-Move your body

Hello Hummingbirds!

Who remembers the letter we learned yesterday?

(IMAGES)

Can you find the words that start with Y?

Let’s say the words out loud and make the /y/ sound together!

-Take attendance

-Move your body

Hello Hummingbirds!

Today we will talk about more and less.

Look at these two groups:

🍎🍎🍎 🍎🍎

Which group has more?

Which group has less?

Now it’s your turn!

Come to the board and draw two groups.

-Take attendance

-Move your body

-Daily Affirmations

Hello Hummingbirds!

How was your weekend?

Today we will write about what we did.

Let’s use our HFW to help us:

• 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  

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

• Caring

• Respect

• Responsibility 

• Fairness  

• Citizenship 

• Trustworthiness

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 

• 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 

#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 

   
   

• 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"? 

• What can you see? 
• What do you think the story is going to be about?

• Here you can intentionally show ss that the picture/image is cohesive to the text. 

• What happened in the story?
• What was the Problem?
• What was the solution? 
• Characters and setting
• New vocabulary

• What do you think this story will be about?
• Make connections with content seen in class

See: look closely. What do you notice? Make lots of observations 

Think: What thoughts do you have? 

Me: What personal connections can you make? 

We: What connections can you make to the wider world and our place within it? 

• RAFI 

• MARIANA 

• CAYETANA 

• SALVATORE 

• ALESSANDRO 

• EZEQUIEL 

• LARISSA 

• JOAQUINA 

• FRANCO 

• VIOLETA 

• DOMENICA 

• ELISA 

• LEONARDO 

• BENJAMIN 

• FELIPE 

• VALERIE 

• VICTORIA 

• LUANA 

• LAIA 

• RAFAELLA 

• ANTONELLA

Students will recognize the letter Y and identify words that begin with the /y/ sound

Description

1. Hook & Discovery:

   • Students come to school wearing yellow.

   • Teacher asks: “What do you notice about what we’re all wearing today?”

   • Guide students to guess the letter of the day: Y for yellow!

2. Letter & Sound Introduction:

   • Show uppercase and lowercase Y.

   • Emphasize the sound /y/ as in yellow, yo-yo, yogurt.

   • Repeat the sound together.

3. Word Wall Activity:

   • Teacher shows picture-word cards (e.g., yarn, yak, yogurt, yawn).

   • Students help identify the /y/ sound and paste them onto the word wall under Letter Y.

4. Independent Work – Journals:

   • Students draw and attempt to write words or label pictures that begin with Y in their journals (e.g., yellow sun, yo-yo).

   • Teacher models one example before they begin.

Prompt Questions (PQ)

• What are we learning today?

• What sound does the letter Y make?

• What other words do you know that start with Y?

Differentiation (DIFF)

• Emerging: Use tracing templates or stamps for the letter Y; students can draw and describe pictures with support.

• Advanced: Write sentences or label multiple Y-words in journals independently.

Materials Needed

• Yellow clothing (worn by students)

• Letter Y picture-word cards

• Word wall with space for Y

• Journals and writing tools

• Optional: Letter Y tracing cards

Skills Targeted

• Letter recognition

• Phonemic awareness (/y/ sound)

• Vocabulary development

• Fine motor (drawing and writing)

• Speaking and listening

Students will understand the concept of fairness and reflect on how to treat others kindly and equally. They will recognize feelings involved in fair and unfair situations and practice thinking about how to make fair choices for everyone

Description

1. Story Time:

   • Students watch or listen to a story about fairness (e.g., a farmer distributing food unequally to animals).

2. Guided Discussion:

   • Teacher leads a discussion on what fairness means.

   • Discuss whether the farmer was fair or not and why.

3. Creative Drawing:

   • Students draw a picture showing how the farmer could have been fair to all animals, including the elephant.

Prompt Questions (PQ)

• What is fairness?

• Was the farmer fair? Why or why not?

• How do you think each animal felt?

• How can the farmer be fair with the elephant?

Differentiation (DIFF)

• Emerging: Use sentence starters or drawing only to express fairness ideas.

• Advanced: Write a few sentences explaining their drawing or suggest alternative solutions verbally.

Materials Needed

• Story video or read-aloud about fairness

• Drawing paper and crayons/markers

• Sentence starters (optional)

Skills Targeted

• Social-emotional understanding

• Listening and speaking

• Critical thinking

• Fine motor skills (drawing and writing)

Description:
Students will search for the new high-frequency word in, which is hidden inside objects in the hallway. After finding it, they will paste it on the HFW wall. Then, they will observe images on the board and write sentences using the word in in their journals.

PQ:

• When do we use the word in?

• What do you see in the pictures?

• Can you think of another sentence using in?

DIFF:

• Emerging: Write a simple sentence using in with visual support.

• Advanced: Write multiple sentences using in in different contexts.

MATERIALES:

• Printed HFW: in cards

• HFW wall

• Journals

• Pencils and crayons

• Board images for sentence prompts

Discovering Number 14
SS will be divided into 3 groups of 7. Each group will receive one puzzle piece from a giant Numberblock 14. Using teamwork, they will share and put all the parts together to discover the new number of the week: 14. After assembling the Numberblock, SS will complete their sketchbooks by exploring different ways to represent number 14 (tally marks, ten frames, number word, dice, objects, etc.).

METACOGNITION: CREATIVE – OPTIONS EXPLORATION

• Listen to the obvious option: We can just count to find out what number it is.

• Brainstorm hidden obvious options: Can we build it? Use parts to find a pattern? Compare it to other numbers?

• What have I learned from these obvious options? There are many ways to discover and show a number!

PQ:

• What did you notice about the pieces?

• How did you know it was Numberblock 14?

• What are some different ways we can show number 14?

DIFF:

• Emerging: SS will draw number 14 and show it with tallies and objects.

• Advanced: SS will complete at least 4 representations (including number word and addition equation).

MATERIALS:

• Giant Numberblock 14 puzzle (divided into 3 parts)

• Sketchbooks

• Pencils and colors from the caddy

Students will identify and compare quantities using "more" and "less"

Description

1. Hook: Teacher shows a picture with two groups of objects (one has more, one has less) and asks:
   “What do you think we will learn today?”

2. Discussion: Students discuss the concept of quantity using the terms more and fewer.

3. Movement Game: Students watch a video or presentation. Each time two groups of objects are shown, they jump to the side with more.

4. Hands-on Group Activity:

   • In teams, students find a number card.

   • They gather that quantity of classroom objects.

   • As a group, they compare with another team and state:
     "We have more ___." / "We have fewer ___."

Prompt Questions (PQ)

• When do we use the word more?

• When do we use the word fewer?

• Why do we need to learn the difference?

Differentiation (DIFF)

• Emerging: Use visual support and gestures; sort objects with guidance.

• Advanced: Students who are BLE will write the words more and less and label groupings independently.

Materials Needed

• Picture showing two sets of objects

• Pre-recorded video/slides with sets for the movement game

• Number cards

• Classroom objects for counting (blocks, counters, etc.)

• Labels: more, fewer

Skills Targeted

• Comparing quantities

• Vocabulary development

• Teamwork and collaboration

• Gross motor movement

• One-to-one correspondence

Students will identify and record high-frequency words by scanning QR codes and tallying the words they find.

Description of Activity:
Students will walk around the hallway in pairs or small groups with a clipboard and a word tally chart. They will look for QR codes posted on the walls. Each QR code links to an audio or image of a high-frequency word (HFW). After scanning, they identify the word and mark a tally under the correct column on their HFW chart.

This engaging movement-based activity promotes word recognition and data collection.

Prompt Questions (PQ):

• What word did you find?

• How many times have we seen this word so far?

• Is this word on our word wall?

Differentiation (DIFF):

• Emerging: Provide a word list with visuals for reference. Allow scanning with support.

• Advanced: Write a simple sentence using the word after tallying.

Materials:

• QR codes linked to HFW audio/image (posted around hallway)

• Clipboards

• Tally chart with HFW columns

• Pencils or markers

• iPads or tablets to scan QR codes

• Optional: Sentence-writing extension sheet

Skills Targeted:

• HFW recognition

• Listening and decoding

• Data collection (tallying)

• Collaboration and movement-based learning (chart with HFW)

Objective:
Create a detailed self-portrait by observing facial features using a mirror.

Description:
Students will use a mirror to observe their own faces and then draw a self-portrait, focusing on key features such as eyes, nose, mouth, hair, and facial expressions.

PQ:

• What shapes do you see in your face?

• What makes your face unique?

• Why is it important to look closely when we draw?

DIFF:

• Emerging: Focus on placing basic facial parts in the correct location.

• Advanced: Add detailed features like eyelashes, eyebrows, and clothing.

MATERIALES:

• Mirrors

• Paper

• Pencils

• Crayons or colored pencils

Differentiate between living and nonliving things through observation and classification.

Description:
Students will explore objects hidden inside the water table. After observing each item, they will classify it as living or nonliving by placing it into one of two labeled bowls. Then, they will draw examples of each category in their sketchbooks.

PQ:

• How can you tell if something is living or nonliving?

• What do living things need that nonliving things don’t?

• Can something that was once living now be nonliving?

DIFF:

• Emerging: Sort basic objects and draw one example of each.

• Advanced: Explain the difference between living and nonliving and include multiple examples in drawings.

MATERIALES:

• Water table

• Mixed objects (e.g., toy animals, leaves, rocks, plastic items)

• 2 bowls labeled “Living” and “Nonliving”

• Sketchbooks and crayons/pencils

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)

Students will celebrate the end of the first semester by engaging in a creative art activity where they personalize their initial letter. This will serve as a reflection of their identity and as a keepsake from their first half of the school year.

Description of Activity:
To mark the end of the semester, each student will receive a wooden letter representing the first letter of their name, along with a painting kit (brushes, paint, and decorations). They will decorate their letter freely to reflect their personality, favorite colors, and what makes them them. The decorated letter will be taken home as a souvenir of their growth and achievements during the first part of the year.

Prompt Questions (PQ):

• What colors or designs feel like you?

• What has been your favorite part of the semester?

• How does it feel to take something special home that you made?

Differentiation (DIFF):

• Emerging: Focus on using basic painting skills with support, choose from a few prepared decorations.

• Advanced: Add written words or symbols on their letter that represent them or the semester (e.g., “brave,” “friend,” stars, hearts).

Materials:

• Wooden letters (1 per student)

• Paint (washable, assorted colors)

• Brushes, cups for water

• Stickers, sequins, buttons, gems, glitter glue

• Aprons or smocks

• Name tags or pre-labeled trays to dry painted letters

Skills Targeted:

• Fine motor development

• Self-expression and creativity

• Personal reflection

• Emotional closure and celebration

Extension Ideas (Optional):

• Create a photo station with their painted letter for a memory snapshot.

• Play relaxing music during the painting time to make it feel special.

• Include a reflection prompt: “One thing I’m proud of this semester is…”

Students will demonstrate their understanding of number words by matching each number word to its numeral and coloring the corresponding sections of a picture accordingly.

Description of Activity:
Students will receive a coloring template (e.g., a fun picture like a dinosaur, flower, or animal) divided into different sections. Each section will have a number word (e.g., "five", "two"). Students must read the number word, find the corresponding numeral on the color key, and color the section using the matching color.

This activity reinforces number recognition, number-word decoding, and fine motor skills through a fun, independent art task.

Prompt Questions (PQ):

• How do we know what color to use for each word?

• What does this number word say? Can we tap it out?

• What number comes before/after this one?

Differentiation (DIFF):

• Emerging: Work with visuals showing number words next to numerals (e.g., "five (5)"). Offer color-coded clues.

• Advanced: Complete a similar activity with no numerals—only number words and an expanded range (1–12), then write the number next to each word.

Materials:

• Pre-made coloring templates with number words (1–6 or 1–10 depending on level)

• Crayons or colored pencils

• Color key with number word–color match (e.g., "three = blue")

• Optional: Number word flashcards for reference

• Laminated examples for modeling

Skills Targeted:

• Number word recognition

• Reading and vocabulary

• Fine motor skills

• Attention to detail and direction following

Skill:

• Listening comprehension

• Following multi-step directions

• Shape recognition and spatial orientation

• Fine motor control

Materials:

• Blank white paper

• Pencil or marker

• Show the drawing

Students will apply their knowledge of cmposition by matching domino tiles to the correct number composition on a puzzle board.

Description of Activity:

Students will solve a domino puzzle by placing domino tiles on a game board where each spot is labeled with a number. To place a domino, students must find the sum of the two sides and match it with a corresponding number on the board. This helps reinforce composing in a hands-on and engaging way.

Materials:

• Dominoes set

• Printable domino puzzle board (labeled with sums from 0–12)

• Dry-erase markers or recording sheets (optional)

• Number line (optional, for support)

Skills Targeted:

• Addition and number facts

• Logical thinking and problem solving

• Matching quantities to numerals

• Fine motor coordination

Students will use a variety of lines and shapes to create their own abstract piece of art, exploring pattern, symmetry, and design using colorful materials.

Description of Activity:

Students will create a bold and colorful artwork by gluing pre-cut shapes and line strips (zigzag, straight, wavy, etc.) onto a black background. They will explore how shapes and lines can be used to build patterns, express creativity, and develop fine motor skills through thoughtful placement.

Materials:

• Black construction paper (as background)

• Pre-cut paper strips (wavy, zigzag, straight, etc.)

• Pre-cut geometric shapes (squares, circles, triangles, etc.)

• Glue sticks

• Optional: markers or crayons for added designs

Skills Targeted:

• Fine motor (cutting, gluing)

• Visual-spatial awareness

• Pattern recognition

• Creativity and self-expression

• Early geometry (shapes and lines)

OBJ:

SS will be able to recognize number words and high-frequency words, then use them to write simple sentences demonstrating comprehension and early writing skills.

ACT:

SS will use tablets or QR code scanners to access digital cards that display number words paired with high-frequency words. After scanning each QR code and reading the words aloud, students will write a simple sentence using the number word and one or more high-frequency words they recognize (such as “I,” “see,” “the,” or “like”).

DIFF:

Emerging:

1. Provide sentence starters or frames such as “I see ___.” or “I like ___.”

2. Write just the number word and a HFW or draw a picture to accompany their sentence.

Advanced:

1. Challenge students to write longer sentences or short stories using multiple number and HFW from different QR codes.

2. Incorporate QR codes with slightly more complex number words (like eleven, twelve) or additional HFW.

   
   

Materials:

-Ipads

-Journals

-QR codes

-Pencils

PQ:

-What number word do you see?

-What HFW do you see?

-What sentence can you write with both of them?