-“Monkey Breathes 5 Times” (app game)

-1 minute meditation

-Take attendance

-Move your body

-MMessage: Hello Hummingbirds, Follow the actions using the HFW I.

-“Monkey Breathes 5 Times” (app game)

-1 minute meditation

Students will apply correct letter formation and recognize letter sounds (H, E, F) by tracing and building letters using different materials.

Description:

Students will rotate through different stations to practice forming the letters H, E, and F with chalk, playdough, building blocks, whiteboards, and linking cubes, while reinforcing their recognition of each letter's sound.

• chalk

• playdough

• building blocks

• whiteboards

• linking cubes

PQ:

• What are stations and how do we use them?

• What shapes or lines do we need to create the letters H, E, and F?

• How can practicing with different materials help us remember the letters?

DIFF:

• Emerging: Trace letters with guidance and identify at least one letter sound.

• Advanced: Independently form all letters with correct strokes and match each to its sound.

MATERIALES:

• Chalk and sponges

• Building blocks

• Playdough

• Whiteboards and markers

• Linking cubes

-Take attendance

-Move your body

-Message: Hello Hummingbirds, Tell us a sentence using the HFW I.

-“Monkey Breathes 5 Times” (app game)

-1 minute meditation

Students will apply letter knowledge by identifying, tracing, and recognizing the sounds of H, E, and F, and practicing through drawing and labeling in their journals.

Description:

Students will identify the letters H, E, and F, practice tracing them, recognize their sounds, and then go to their journals to draw and, if able, label objects that begin with those letters.

PQ:

1. What sound does each letter make?

2. Can you think of something that starts with H, E, or F?

3. How can we show what we know in our journals?

DIFF:

• Emerging: Trace letters and draw one object for each with support.

• Advanced: Write the letter, draw multiple related objects, and label them independently.

MATERIALES:

• Markers/pencils

• Journals

• Visual aids for H, E, F words

-Take attendance

-Move your body

-Message: Hello Hummingbirds, Complete the patterns.

Students will recognize and recall the High Frequency Word (HFW) "I" through interactive activities and routines.

Description:

Students will be introduced to the HFW wall. They will find the first HFW ("I") hidden in the playground and place it on the wall. After watching a video, they will act out the word. Then, students will draw themselves in their journals and write the word "I".

(JOURNAL)

--------------------------------

Exit Ticket: Classroom password - paste the hfw on the door, every time ss come into the class they will have to read the HFW, press the button, listen to the recording, and repeat the HFW.

PQ:

1. What is a HFW?

2. Where did you find the HFW "I"?

3. How can we use the word "I" in a sentence?

DIFF:

• Emerging: Recognize and write the HFW "I" with support.

• Advanced: Write a simple sentence using "I" (e.g., "I play.").

MATERIALS:

• HFW "I" printed card

• Journal

• Markers/crayons

• recording button

• password

  
  

*FIREFLY POST

-Take attendance

-Move your body

• SCHOOL HOUSES ACTIVITY

MMessage: Hello Hummingbirds, What house do you belong to? what are the school houses?

Label each house :)

-Daily affirmation

• 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

CURIOUS: see, think, wonder

MILK EXPERIMENT

Students will create predictions and observe outcomes through a science experiment to develop critical thinking and observation skills.

Description:

Students will predict what will happen during the milk, soap, and food coloring experiment by drawing their predictions in their journals. Then, they will conduct the experiment and observe the results. Finally, students will participate in interactive writing to compare predictions with actual outcomes.

PQ:

1. What is a prediction?

2. When do we make predictions?

3. What happened in our experiment?

4. What do you see?

5. What do you think?

6. What makes you wonder?

DIFF:

• Emerging: Draw simple predictions and describe observations with guidance.

• Advanced: Draw detailed predictions and participate actively in comparing results.

MATERIALS:

• Milk

• Food coloring

• Liquid soap

• Bowls or trays

• Journals

• Markers/crayons

Students will apply their understanding of patterns by creating AB, ABC, and AAB patterns using materials from the classroom.

Description:

Students will review patterns by watching a video and observing examples with magnets. Then, working in teams, they will collect classroom materials in a ziplock bag and create their own patterns. They will be encouraged to identify and build different types of patterns.

-OBSERVE

- Video

- Introduce AB-ABC-AAB patterns (use magnets to create them)

Group Activity: ss will work as a team to create patterns using materials around the class. (Give one ziplock bag to each team to collect the materials they need)   

PQ:

1. What is a pattern?

2. Do you remember how to make one?

3. What materials can we use to create a pattern?

DIFF:

• Emerging: Create simple AB patterns with support.

• Advanced: Create more complex patterns (ABC, AAB) independently.

MATERIALS:

• Magnets

• Ziplock bags

• Classroom materials (blocks, crayons, etc.)

*FIREFLY POST

Description:
Students will learn about mindful breathing by identifying where they can feel their breath (belly, chest, nose) and practicing inhale/exhale techniques using a breathing ball as a visual guide.

PQ:

• Where in your body can you feel your breath the most?

• How does your body change when you breathe in and out?

• Why is it helpful to notice your breathing?

DIFF:

• Emerging: Identify one anchor spot and follow breathing with modeled support.

• Advanced: Identify all three anchor spots and lead a short breathing practice for peers.

MATERIALES:

• Breathing ball (expandable ball)

• Visual chart showing belly, chest, and nose

• Calm open space for sitting

  
  

Description:
Students will observe different snapshots portraying caring actions, discuss the emotions they recognize, and physically represent how each image makes them feel.

PQ:

• How does what you see in the image make you feel?

• What caring actions do you notice in the pictures?

• How can you show with your body how someone feels when they are cared for?

DIFF:

• Emerging: Identify basic emotions from images and mimic simple expressions or postures.

• Advanced: Describe emotions in detail and create more complex body poses to represent them.

MATERIALS:

• Printed snapshots or images showing caring behaviors

• Open space for movement

Students will analyze the front cover of a book to make predictions about the story, developing observation, communication, and inferencing skills.

Description:

Teacher will introduce the book by reading the title aloud. Students will observe the front cover, discuss their observations and predictions with an elbow partner, and then share their ideas with the whole class.

Independent Act: Students will create a character from a read aloud using different materials to develop creativity, comprehension, and fine motor skills.

PQ:

1. What can you see on the cover?

2. What do you think the story is going to be about?

3. Why do you think that based on the pictures?

DIFF:

• Emerging: Share a simple observation or prediction with support.

• Advanced: Provide detailed predictions using evidence from the cover.

MATERIALS:

• Book

• Whiteboard and markers (for listing predictions)

• cardboard

• art materials

• vocabulary cards

  
  

*FIREFLY POST

Ss will identify, represent, and compose the number 6 using multiple formats and materials to develop number sense and quantity association.

Description:
Students will search for the hidden number block 6, add it to the number of the week wall, and draw different representations of the number 6 on the white board.

Independent act: Ss will work in their sketchbooks drawing the different representations of number 6

PQ:

• How can you represent the number 6?

• What lines or shapes do you use to write the number 6?

• Where can you find the number 6 around you?

DIFF:

• Emerging: Draw quantities that represent 6 using pictures or dots.

• Advanced: Write the number word "six" and compose the number using concrete materials.

MATERIALS:

• Number block 6

• Number of the week wall

• Sketchbooks

• Crayons or pencils

• Concrete materials (counters, cubes, beads)

  
  

*FIREFLY POST

SS will use watercolors to paint a drawing by following a color code based on letters, numbers, or simple additions, applying recognition and matching skills while exploring color and fine motor control through painting.

PQ:

• How do you know which color goes in each part?

• What did you notice while you were painting?

DIFF:

• Emerging: SS will use a simplified version of the coloring sheet.

• Advanced: SS will use a mixed code including simple additions

MATERIALS:

• Watercolor sets and brushes

• Printed coloring sheets with code sections

• Cups of water and paper towels

Design and construct repeating patterns using colors and quantities with lacing materials.

Description:
Students will design a color pattern using Fruit Loops and create necklaces by lacing them onto pipe cleaners, practicing pattern recognition and creation.

PQ:

• What is a pattern?

• Where can you find patterns around you?

• How can you create your own pattern using different colors?

DIFF:

• Emerging: Copy a simple AB pattern using provided examples.

• Advanced: Choose quantities and colors to create and extend an original pattern.

MATERIALES:

• Fruit Loops

• Pipe cleaners

• Pattern examples (visual prompts)

Use learned letters (H, E, F) to label images discovered through a sensory exploration activity.

Description:
Students will use flashlights to find hidden images in a dark room and draw and label them on a whiteboard using the letters H, E, and F learned during the week.

PQ:

• What is a label?

• Why do we label things?

• How can the letters H, E, and F help us start a word?

DIFF:

• Emerging: Label images using initial letters (H, E, F) with visual support.

• Advanced: Stretch out words to write full phonetic spellings.

MATERIALES:

• Flashlights

• Hidden images

• Whiteboard or large chart paper

• Markers

----------------------------

SEARCH AND WRITE:

Identify and sequence letters to form personal names through a sensory letter hunt activity.

Description:
Students will dig through sand to find foamy letters, then arrange the letters in the correct order to spell their names.

PQ:

• What letters do you need to spell your name?

• How do you know which letter comes next in your name?

• What helps you remember the order of the letters in your name?

DIFF:

• Emerging: Find and sequence letters of their own name with support.

• Advanced: Create and spell CVC words to match corresponding picture cards.

MATERIALES:

• Sand bin

• Foamy letters

• Name cards (optional for reference)

• Picture cards for CVC word matching

Ss will investigate sensory properties of various materials and objects through direct exploration.

Description:
Students will explore different sensory materials and classroom objects, observing and describing textures, temperatures, and other sensory attributes.

PQ:

• What do you feel when you touch the material?

• Do you like the way it feels? Why or why not?

• How are the materials you explored different from each other?

DIFF:

• Emerging: Describe basic sensations (soft, hard, rough) with support.

• Advanced: Compare and contrast multiple sensory experiences using descriptive language.

MATERIALES:

• Sensory bins (sand, water, beans, etc.)

• Classroom objects (blocks, fabric, plastic toys)

• Towels or trays for organization

• What do you see?

• What do you think?

• What makes you wonder?