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

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

Prompt Questions (PQ)

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

• What does it mean to accept something?

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

Differentiation (DIFF)

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

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

Materials

• Scenario cards with different situations

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

• Reflection journals or drawing paper

• Markers or crayons

Skills Targeted

• Emotional awareness

• Perspective-taking

• Mindful thinking

• Verbal expression

“The Worrysaurus”

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

Before Reading

• Show the cover. Ask:

  • “What do you think Worrysaurus is feeling?”

  • “What does it mean to worry?”

  • “When do you feel worried?”

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

During Reading

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

  • “How does Worrysaurus feel right now?”

  • “What is he thinking?”

  • “Do you ever feel this way?”

• Highlight words like worry, fluttery, plan, calm.

• When he uses his calming strategies:

  • “What is Worrysaurus doing to help himself?”

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

After Reading

• Discuss:

  • “What helped Worrysaurus feel better?”

  • “What can we do when we’re worried?”

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

• Complete the Feelings Anchor Chart with calming strategies.

ACT:

“Worrysaurus Worries”

• Draw your own Worrysaurus. (Journal)

• Write 2/3 worries that you have

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

Prompt Questions (PQ):

• Why did Worrysaurus start to worry?

• What helped him feel calm again?

• What could you do when you feel worried?

DIFF.

• Emerging:

  • Use emotion cards to match worried and calm.

  • Act out worried vs. calm faces and body language.

• Advanced:

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

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

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

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

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

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

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

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

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

Prompt Questions (PQ):

• What buildings and places should our city have?

• Where should each building go? Why?

• How can we make our city realistic and organized?

Differentiation (DIFF):

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

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

Materials Needed:

• Boxes (various sizes)

• Colored paper and construction paper

• Scissors, tape, glue

• Markers, crayons, or paint

• Small toy cars, buses, and trees (optional)

Skills Targeted:

• Collaboration and teamwork

• Creativity and design

• Fine motor skills (cutting, gluing, decorating)

• Spatial awareness and planning

-Take attendance

-Move your body

Hello Hummingbirds!

Let's complete and read the story.

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

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

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

• Two children sharing crayons

• Only one child getting a cupcake

• All children waiting their turn for the slide

• One child being left out of a game

  
  

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

Prompt Questions:

1. What does fairness look like in school?

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

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

   
   

DIFF:

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

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

  
  

MATERIALES:

• Slides

• Sketchbook

-Take attendance

-Move your body

Hello Hummingbirds!

Let’s count together from 0 to 15!

Now, let’s draw number representations:

3 9 15 0 7 12

-Take attendance

-Move your body

Hello Hummingbirds!

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

-Take attendance

-Move your body

Hello Hummingbirds!

Today we will remember a lettter.

On the board, I wrote some words:

yarn dog yellow cat yo-yo fish

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

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

-Take attendance

-Move your body

-Daily Affirmations

Hello Hummingbirds!

Today we will play HFW game

• 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"? 

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

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

• "I found ___ living things."

• "I found ___ nonliving things."

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

Prompt Questions (PQ):

• How do you know if something is living or nonliving?

• How many living things did you find?

• How many nonliving things did you find?

Differentiation (DIFF):

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

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

Materials Needed:

• Sensory table with mixed images of living and nonliving things

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

• Markers for labeling

• Journals or writing paper

• Pencils or crayons

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

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

Prompt Questions (PQ):

• How can you make sure you color inside the lines?

• What colors will you choose and why?

• How does your picture change when you add more details?

Differentiation (DIFF):

• Emerging: Provide simpler images with larger spaces to color.

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

Materials Needed:

• Coloring pages

• Crayons, colored pencils, or markers

Skills Targeted:

• Fine motor skills

• Hand–eye coordination

• Creativity and self-expression

• Focus and attention to detail

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

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

Prompt Questions (PQ):

• What sound does this letter make?

• Can you name another word that starts with this sound?

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

Differentiation (DIFF):

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

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

Materials Needed:

• Letter sound boards (like the one in the picture)

• Letter sound dice

• Counters or small cubes

Skills Targeted:

• Phonemic awareness

• Letter-sound correspondence

• Vocabulary building

• Fine motor skills

• 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

• List the obvoius option

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

• what have i learned from finding

• RAFI 

• MARIANA 

• CAYETANA 

• SALVATORE 

• ALESSANDRO 

• EZEQUIEL 

• LARISSA 

• JOAQUINA 

• FRANCO 

• VIOLETA 

• DOMENICA 

• ELISA 

• LEONARDO 

• BENJAMIN 

• FELIPE 

• VALERIE 

• VICTORIA 

• LUANA 

• LAIA 

• RAFAELLA 

• ANTONELLA

"The dog and the cat"

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

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

Prompt Questions (PQ):

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

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

Differentiation (DIFF):

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

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

Materials Needed:

• Book or text The Dog and the Cat

• Pointer or reading tool

• Journals or writing paper

• Pencils or crayons

Skills Targeted:

• Reading fluency and tracking

• Writing sentences

• Understanding conjunctions (joining words)

• Comprehension of story content

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

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

Prompt Questions (PQ):

• What is the difference between living and nonliving things?

• Can you name some living things?

• Can you name some nonliving things?

Differentiation (DIFF):

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

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

Materials Needed:

• Video and slides about living and nonliving things

• Spinner wheel with pictures of living and nonliving things

• Sketchbooks or drawing paper

• Pencils, crayons, or markers

Skills Targeted:

• Observation and classification

• Speaking and listening

• Fine motor skills (drawing and writing)

• Early science concepts (living vs. nonliving)

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

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

Prompt Questions (PQ):

• Why do we learn to count?

• What patterns can you find when counting to 40?

Differentiation (DIFF):

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

• Advanced: Explain counting patterns and count independently beyond 40.

Materials Needed:

• Envelopes with clues

• Number cards for 1–20 and 20–40

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

• A marker or tape to mark “X” spot

Skills Targeted:

• Rote counting

• Number recognition and ordering

• Gross motor movement

• Pattern recognition in numbers

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

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

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

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

PQ:

• What does the word five look like?

• What does the word six look like?

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

Part 2: Creative Activity – “Monster Numbers”

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

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

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

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

DIFF:

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

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

Materials Needed:

• Flashcards with “five” and “six”

• Numeral cards (5, 6)

• Sketchbooks

• Pencils, crayons, markers

• scissors

• glue

Skills Targeted:

• Number recognition and word recognition

• Counting sets of 5 and 6

• Fine motor and creativity

• Early writing

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

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

Prompt Questions (PQ):

• What letter did you get?

• What sound does this letter make?

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

Differentiation (DIFF):

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

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

Materials Needed:

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

• Journals or writing paper

• Pencils, crayons, or markers

Skills Targeted:

• Letter recognition

• Phonemic awareness (letter sounds)

• Writing and labeling

• Fine motor skills

• Vocabulary development

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

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

Prompt Questions (PQ):

• What is one more than this number?

• What is one less than this number?

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

Differentiation (DIFF):

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

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

Materials Needed:

• Slides explaining one more and one less

• Number line (classroom-sized or individual)

• Whiteboard and marker

• Exit ticket worksheet or paper

Skills Targeted:

• Number sense

• Counting and sequencing

• Using tools to solve math problems

• Verbal explanation of math thinking

Exit Ticket:

• What is one more than ___?

• What is one less than ___?

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

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

- Ss will use the new checklist to review their work

Prompt Questions (PQ):

• How can asking questions help someone improve their writing?

• Which questions give the most helpful details?

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

Differentiation (DIFF):

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

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

Materials Needed:

• Chart paper & markers

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

• An object for a quick class interview

• In-progress student writing samples

• “I can revise my teaching book” anchor chart

• “Meet with our partner” anchor chart

Skills Targeted:

• Peer collaboration and communication

• Question formulation

• Revision and elaboration in writing

• Listening comprehension

• Oral language development

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

PQ:

• What did your sentence say?

• How did you know which picture matched your sentence?

• What helped you read the sentence?

DIFF:

• Emerging

  • SS will focus on identifying key words in the sentence

• Advanced

  • SS will read independently and explain their picture choice

MATERIALS:

• Sentence strips with simple sentences

• Picture cards

• Clipboards or trays for sorting

• Advanced: journals for sentence writing extension

Students will demonstrate creativity and originality by finishing a partial image, transforming it into a new drawing based on their imagination.

Description of Activity:
Students will receive a page with incomplete or abstract shapes (e.g., a swirl, a line, or half of an object). They must observe carefully and think outside the box to turn the shapes into complete drawings. Once their artwork is complete, they will explain what they created and add labels or a sentence describing it.

Materials:

• Printed pages with abstract shapes or partial drawings

• Crayons, colored pencils, or markers

• Journals or writing paper (optional for extension)

• Optional: example page of creative finished drawings

Skills Targeted:

• Creativity and flexible thinking

• Visual-spatial awareness

• Fine motor skills

• Storytelling and expressive language

• Focus and attention to detail

Students will strengthen attention and observation skills by identifying specific objects hidden within a busy picture scene.

Students will receive a Look & Find hidden picture page filled with various objects. They will:

1. Observe the image carefully to locate and identify specific target objects (e.g., apple, ball, car, scissors).

2. Check off each object from a provided list as they find it.

3. Share one or two objects they found and describe their position using prepositions (e.g., "The ball is under the table").

Materials:

• Hidden object picture pages

• Object checklist (with images for support)

• Clipboards and pencils or markers

• Optional: magnifying glasses for fun observation support

Skills Targeted:

• Visual discrimination and attention to detail

• Vocabulary building

• Spatial awareness (using prepositions)

• Fine motor (checking off, circling)

• Cognitive focus and persistence

Students will strengthen letter recognition, sequencing, and fine motor skills by connecting numbered dots to form both uppercase and lowercase letters.

Students will work individually at tables to connect the dots on their templates to complete both uppercase and lowercase versions of the letters. They will trace over their finished letters for extra practice.

Skills Targeted:

• Letter recognition (uppercase and lowercase)

• Number sequencing and counting

• Correct letter formation and directionality

• Fine motor skills and pencil control

• Visual-motor integration

MATERIALS:

• Connect-the-dots letter templates (upper and lower case)

• Pencils and erasers

• Crayons or markers for tracing over letters

• Large teacher demonstration chart or whiteboard version

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)