Students will recall and identify letters previously learned (H, E, F, L, I, T, U, D, B, P, A, M, N) by engaging in an interactive digital game to reinforce letter recognition and phonemic awareness.

Description:
Students will play a Kahoot! quiz where each question displays a letter, its sound, or an image starting with one of the letters. Ss will choose the correct answer from multiple choices. The game format promotes quick thinking, reinforces recognition, and encourages engagement through friendly competition.

PQ:

• What sound does this letter make?

• Which word starts with this letter?

• Can you find this letter in your name?

DIFF:

• Emerging: Provide a printed alphabet strip for reference and allow longer response time.

• Advanced: Include trickier questions, such as distinguishing between similar sounds or identifying beginning/middle sounds in words.

Skills Targeted:

• Letter recognition

• Phonemic awareness

• Digital literacy

• Listening comprehension

• Memory and recall

Materials:

• Device or projector to run Kahoot!

• Printed alphabet reference strips

• Optional whiteboards and markers for Ss to write their guesses before revealing answers

Students will identify and begin to recognize the number words “zero,” “one,” and “two” through hands-on sorting and matching.

Activity Description:

Present three large cards labeled “ZERO,” “ONE,” and “TWO” with clear, bold letters and a visual (e.g., 0 dots, 1 dot, 2 dots).
Tell students today they’ll become number word detectives!

Give them small sets of object cards (e.g., apples, stars, buttons). Each card will have 0, 1, or 2 items.
Students will read or listen to the teacher say the number word and match the card to the correct word label.

Then, sing a short chant (e.g., “Zero means none, One means just one, Two is a pair — now we’re done!”) to help reinforce.

PQ (Prompt Questions):

1. What does “zero” mean? Can you show it with your hands?

2. How many eyes do you have? What number word matches that?

3. Can you find something around you that matches the number word “two”?

DIFF:

• Emerging learners: Use only dot visuals and verbal prompts; match quantities to pictures without text.

• Advanced learners: Begin tracing or building the number words using letter tiles or magnets.

MATERIALES:

• Word cards: ZERO, ONE, TWO (with matching dot visuals)

• Object cards (with 0, 1, or 2 pictures of common items)

• Letter tiles or magnetic letters (optional for word-building)

• Whiteboards and markers or crayons

• Chant printed or sung with movement (optional)

-Take attendance

-Move your body

MM: Good morning, Hummingbirds!
Let’s read our power words:

I can see a like my to

Can you try this sentence?
I like my ____
What do you like that is yours?

Let’s draw it and share!

Students will apply problem-solving strategies to continue writing independently without relying on the teacher for direction.

Begin with exaggerated role play:

(With dramatic flair)
“Oh no! I already finished my garden story… What do I do now? Nobody told me what to write next! Can someone tell me what to do?”

Ask: “Writers, is that what we do when we’re not sure what to write?”
(Wait for their: “Noooo!”)

Teaching Point (Anchor Statement):

“Today I want to teach you that when writers have problems and don’t know what to do, they say:
‘I can solve this myself.’
Writers come up with solutions to their problems and carry on writing. That way, writers don’t waste precious time!”

Link (Send-Off):

“So writers, when you feel stuck or unsure, remember: you don’t need to wait or ask for help—you can say,
‘I can solve this myself!’
You are the boss of your writing. You are super writers. And you can save the day!”

DIFF:

• Emerging Writers: Can draw and label pictures with initial sounds

• Advanced Writers: Can add full sentences or start a second piece independently

PQ:

• What can you do when you don’t know what to write?

• What do writers say when they feel stuck?

• How can you solve writing problems on your own?

Skills Targeted:

• Writing fluency

• Independence

• Problem-solving

• Phonemic awareness

• Sentence formation

-Take attendance

-Move your body

MM: Good morning, Hummingbirds!
Let’s be letter detectives today!

Look at these letters: d p b
They look alike—but they are different!

Can you find words that start with each one?
d is for _______
p is for _______
b is for _______

Can you write each letter in the air? Let’s try it together!

Students will interpret visual cues and identify how emotions can change based on perspective, then create their own “glasses” that reflect a positive outlook.

Description:

Begin with the front cover and ask students to look closely at the differences inside the glasses vs. outside. Introduce Rosie and explain that this book has no words—we’ll be “reading” the pictures!

Read the book slowly, pausing often to ask students what they notice about:

• Colors, expressions, and Rosie’s body language

• The shift when she puts on the glasses

PQ:

• What do you think Rosie was feeling at the beginning? How do you know?

• What changes when Rosie puts on the glasses?

• If you had your own magic glasses, what would you want to see more of in the world?

“Design Your Own Glasses”

Students will design their own pair of glasses (you can provide a paper template), and draw or collage images inside each lens that represent:

• What makes them feel happy, calm, safe, or excited

• People or things they love

• How they want to “see” the world when they’re having a tough day

DIFF.

• Emerging: Use pre-cut images or photos to paste into glasses; pair with oral sharing.

• Advanced: Encourage students to reflect on a time they had a hard day and what helped them shift their mood; include written reflections or speech bubbles.

Materials:

• Rosie’s Glasses

• Printed glasses templates or paper to draw on

• Crayons, markers, scissors, glue

• Optional: magazines for collage

• Feelings chart for support

-Take attendance

-Move your body

MM: Good morning, Hummingbirds!
Let’s get our brains counting!

Can you say the numbers from 1 to 10?
Can you clap for each number?

Now let’s try this challenge:
What number comes after 6?
What number comes before 9?
Can you show 5 fingers?

Let’s count and move together!

SS will pick a random classmate’s name from a bag. They will then sit with that friend and draw each other, observing features and details. After drawing and labeling, each student will write their friend's name on their paper. TCHs will model how to write names and support SS in recognizing letters. This activity reinforces name recognition, fine motor skills, and relationship-building through a meaningful and cooperative task.

PQ:

• What letters do you see in your friend’s name?

• What colors or details do you notice in your friend’s face?

• How does it feel to draw someone and write their name

  
  

Materials:

• Name cards

• Bag for name drawing

• Sketchbook

• Pencils and colored pencils

  
  

Diff:

• Emerging: SS will trace their friend’s name from a model.

• Advanced: SS will write their friend's name independently and add labels (words) about them on the drawing.

  
  

Exit ticket:

• Show your drawing and tell us the name of your friend.

• What did you notice while drawing your friend?

Students will match number words to numerals and apply this understanding during a fine motor challenge that involves analyzing and selecting corresponding blocks.

Description:
Students will play a Jenga-style game where each block column on the tower is labeled with a numeral (e.g., 1–6). They will roll a dice featuring number words (e.g., one, two, three...). The task is to identify the matching numeral and carefully pull out the correct block without toppling the tower.

This playful activity reinforces numeral and number word recognition, decision-making, and fine motor skills.

PQ (Prompt Questions):

• What number word did you roll?

• Which numeral matches that word?

• What might happen if you pull the wrong block?

DIFF (Differentiation):

• Emerging: Work with a smaller tower and fewer options; provide visual number word–numeral cards for support.

• Advanced: Add more number word dice (up to 10) and use two dice to match combinations or add numbers together.

Skills Targeted:

• Number word and numeral recognition

• Matching and visual discrimination

• Fine motor control and coordination

• Turn-taking and logical thinking

Materials:

• Wooden or foam blocks (labeled with numerals 1–6)

• Dice with number words (custom-made or laminated paper dice)

• Tower base (or build on a table/floor surface)

• Support cards with numeral–word pairs (for emerging learners)

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

DOMINO NUMBER QUANTITY:

Students will apply number recognition and counting skills to match numerals with domino dot quantities and compute totals.

Description:
Students will be given number cards and a set of dominoes. They will first identify the number, then search for a domino that represents that quantity (total number of dots). Once placed, they will add the dots on the domino to confirm the match and practice addition.

PQ (Prompt Questions):

• How many dots are on your domino?

• Does your domino match the number card?

• What two numbers did you add to make this total?

DIFF (Differentiation):

• Emerging: Match dominoes to visual number cards (e.g., ten frames or picture cues). Use only dominoes with totals 0–6.

• Advanced: Use larger number cards (7–12). Ss may write the number sentence (e.g., 4 + 3 = 7) or find more than one domino that can make the same total.

Skills Targeted:

• Number recognition

• Subitizing

• Counting

• Basic addition

• Matching and logic reasoning

Materials:

• Dominoes

• Number cards

• Small whiteboards (optional for writing number sentences)

• Markers

Students will analyze printed text to identify and tally high-frequency words, reinforcing word recognition and early reading fluency.

Activity Description

Students will explore a selection of classroom books and search for specific high-frequency words. Each time they find a word, they’ll make a tally mark on a shared or individual chart.

Extension: Advanced students can use their journals to write sentences using the words they found.

Prompt Questions (PQ):

• Where did you find the word?

• Why do you think we see this word so often?

• Can you use the word in a sentence?

Differentiation (DIFF):

• Emerging: Focus on identifying one or two target HFWs with picture support.

• Advanced: Write sentences using found HFWs in their journals, or find words in multiple books.

Skills Targeted

• Word recognition

• Tally counting and graphing

• Sentence formation

• Reading comprehension

• Attention to detail

Materials Needed

• A variety of leveled picture books

• HFW word list chart

• Tally charts (word template)

• Pencils and crayons

• Journals for writing

Activity Description:

1. Brief Introduction:
   Show the calm down jar (a jar filled with water, glycerin, and glitter). Shake it in front of the group.
   Say:

   “This jar shows what our minds look like when we’re upset or full of big emotions. Everything swirls fast and it’s hard to see clearly. But if we wait and breathe… everything starts to settle.”

2. Silent Observation:
   Invite children to quietly watch the glitter settle. Encourage them to breathe slowly while they watch:

   “Breathe in... breathe out… as the jar gets calmer.”

3. Closing:
   Ask children to share things that make them feel stirred up and what they can do to calm down.

   
   

PQ (Prompt Questions):

• What did you see in the jar when we shook it? What happened next?

• How did your body feel during the hand breathing?

• What can you do when you feel angry or sad?

DIFF:

• For children needing more support: They can simply watch the jar without doing the breathing, or hug a soft toy during the story.

• For more advanced children: They can create their own calm jar in a future session or draw how they felt before and after.

  
  

MATERIALS:

• 1 calm down jar (water, clear glue, glitter)

• Soft background music (optional)

Students will distinguish between needs and wants by engaging with a read-aloud video and sorting visual images.

Activity Description:
Start by asking students: “What do you need to live?” and “What do you want but don’t really need?”
Then, watch the read-aloud video “Lily Learns about Wants and Needs” by Lisa Bullard. Pause at key moments to ask questions and check for understanding.

After the video, students will sort image cards into two groups: Needs and Wants, using a simple mat or pocket chart.
To close, invite each student to explain one choice they made and why.

PQ:

1. What are some things Lily needed in the story?

2. What was something she wanted but didn’t need?

3. Can you think of something you want that’s not a need?

DIFF:

• Emerging learners: Work in small groups with teacher support and fewer image cards.

• Advanced learners: Draw their own "need vs. want" scenes and label items with help.

MATERIALES:

• YouTube video: Lily Learns about Wants and Needs – Read Aloud

• Picture cards (food, water, toy, clothes, bike, etc.)

• Sorting mat or two labeled baskets (“Needs” / “Wants”)

• Drawing paper and crayons (for extension)

Students will recognize and use the high-frequency word “my” in context through discovery, oral expression, and journaling.

Activity Description:

• Mystery Object Hunt: Hide personal or classroom objects labeled with the word “MY” (e.g., “my shoe”, “my pencil”, “my book”) around the classroom or outdoor space.
  Students find each item and read the label aloud, noticing the repeated word.

• Bring the group together to discuss what they found and emphasize the word “MY”.

• Add the word “MY” to the HFW Wall or digital slide.

• Students complete a Journal Writing Activity: they draw and write about something that belongs to them using the word “my”.
  Sentence starters include:

  • “My dog is brown.”

  • “My mom is funny.”

  • “My favorite toy is a truck.”

PQ:

• What did you notice about the labels on the hidden items?

• What does the word “my” tell us in a sentence?

• Can you think of more things that belong to you?

DIFF:

• Emerging: Students trace and color the word “MY” and say it aloud with support.

• Advanced: Students write descriptive sentences using “my” and attempt to add details or connect two ideas (e.g., “My bike is red and fast.”)

MATERIALES:

• Labeled classroom objects (or cards with pictures and the word “my”)

• HFW wall or slide

• Journals or plain paper

• Crayons, pencils, markers

• Optional: small bins or baskets for the object hunt

-Take attendance

-Move your body

MM: Good morning, Hummingbirds!
Let’s read some power words together:

I can see a like to

Can you make a sentence using these words?
Try this one: I can see a ____
What do you like to see?

Let’s share our sentences!

-Daily Affirmations

• 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 

Students will strengthen visual memory and perception skills by recalling and reproducing letters, numbers, shapes, and high-frequency words (HFW) after brief visual exposure.

Description:
Students will watch a Canva presentation slide that displays a mix of 3 to 6 familiar items (numbers, shapes, letters, or HFW) for a few seconds. After the slide disappears, students will use whiteboards to draw or write as many of the items as they can remember. This activity builds memory, attention to detail, and recall speed.

PQ:

• What do you remember seeing?

• How did you decide what to draw/write first?

• What helped you remember the items?

DIFF:

• Emerging: Fewer items per slide (3–4), and provide visual cues or category clues (e.g., “You saw 2 letters and 1 shape”).

• Advanced: Increase the number of items to 6+, and mix types (e.g., 2 HFW, 2 numbers, 2 shapes), ask for correct sequence or categories.

Skills Targeted:

• Visual memory

• Visual discrimination

• Recall and retention

• Literacy and number recognition

• Attention and focus

Materials:

• Canva or PowerPoint slides with varied item sets

• Whiteboards and markers

• Erasers

• Timer or stopwatch (optional for added challenge)

SS will review beginning sounds for the letters H, E, F, L, I, U, A , M, N, D, P, B and T by cutting out printed pictures of objects that start with those letters.

This activity provides cutting practice to strengthen fine motor skills. After cutting, SS will sort and paste the pictures in their skectch books labeled with each letter. Then, they will label each object by stretching out the sounds and writing the word next to the picture, reinforcing phonics, handwriting, and sound-letter correspondence.

PQ:

• What sound does your picture start with?

• How do you know where it belongs on the chart?

• What sounds do you hear when you stretch out the word?

DIFF:

• Emerging

  • SS will label using initial sounds or copy the word

• Advanced

  • SS will write full labels independently and stretch out each word

MATERIALS:

• Printed picture cards (objects starting with H, E, F, L, I, T,U,A,M,N,D,P,B)

• Large chart paper with letter headings

• Scissors and glue

• Pencils and colors from the caddy

Students will develop their listening comprehension by identifying and circling letters, numbers, and objects they hear, reinforcing vocabulary recognition and auditory discrimination.

Ss will have a visual paper that contains letters, numbers, and object pictures (mixed up on the page). They will listen to the audio for 15 minutes. When they hear a letter, number, or object, they will circle what the command asks.

Materials:

• Worksheet printed

• Audio

• Markers

• Ipads

• Headphones. ( doesn't work with new iPads)

Students will apply fine motor skills by completing a tearing and gluing activity to create a simple collage.

Students will tear the paper into small pieces using only their fingers and glue them inside a simple shape drawn on paper (heart, star, circle).

They must cover the entire shape carefully without going outside the lines.

Skills:

• Hand strength

• Finger isolation

• Eye-hand coordination

• Precision and control

• Bilateral coordination (holding and tearing at the same time)

MATERIALS:

• Scrap paper or colored paper strips

• Glue sticks

• Paper with simple shapes drawn (heart, circle, star, etc.)

• Optional: crayons or markers to outline the shape

Skill:

• Number recognition

• Counting and one-to-one correspondence

• Symbolic representation (numeral, tally, ten-frame)

• Fine motor and visual organization

Materials:

• Dry-erase mats with sections for: Count It, Find It, Write It, Tally It, and Make It

• Ten-frame counting cards

• Mini animal counters or other manipulatives

• Dry-erase marker