Guided Practice:

1. Invite students to sit comfortably and close their eyes if they wish.

2. Say: “Our attention is like a flashlight. It can shine on one part of our body, and then we can move it to another.”

3. Guide them step by step:

   • “Let’s shine our attention on our hands… What do you feel?”

   • “Now move your attention to your feet… What do you notice?”

   • “Let’s bring our attention to our back… How does it feel resting on the chair or the floor?”

   • “Now, move your attention to your head… What do you feel there?”

4. Repeat a few times, moving the “flashlight” of attention around the body.

Prompt Questions (PQ):

1. What did you notice when your attention was on your hands?

2. Was it easy or hard to move your attention?

3. How did your body feel after we finished?

Differentiation (DIFF):

• Emerging: Focus on only two or three parts of the body (hands, feet, head) with verbal and visual support.

• Advanced: Move attention through several parts of the body and describe sensations using words like warm, tingly, heavy, light.

Materials:

• Quiet space

• Mats or comfortable chairs

Students will create a self-portrait using a variety of materials, applying their fine motor skills and self-awareness to represent their identity and progress over time.

Description of Activity

Students will create their November self-portrait using diverse classroom materials.
They will:

1. Look in a mirror to observe their facial features, hair, and expressions.

2. Use craft materials (yarn, fabric, colored paper, markers, buttons, etc.) to design their self-portrait.

3. Once finished, they will write their name and one sentence describing themselves (e.g., “I am kind.” or “I like to help my friends.”).

Prompt Questions (PQ)

• What makes you unique?

• How have you changed since your last self-portrait?

• What colors and materials can you use to show who you are?

Differentiation (DIFF)

• Emerging: Draw and decorate their face using basic shapes and fewer materials.

• Advanced: Add detailed features (clothing, background, or favorite object) and write two or more descriptive sentences.

Materials

• Mirrors

• Construction paper

• Yarn, fabric, buttons, tissue paper

• Markers, crayons, glue, scissors

• Sketchbooks or cardstock base

Skills Targeted

• Fine motor skills

• Observation and attention to detail

• Self-awareness and identity expression

• Creativity and spatial organization

-Take attendance

-Move your body

Hello Hummingbirds!

Do you remember which is our new High Frequency Word?

Can you write it?

Can you write sentences with our new HFW?

-Take attendance

-Move your body

Hello Hummingbirds!

Let´s review the letter Jj.

Jenny has a jar of jam.

She puts the jar in her jeep.

Her jeep goes to the jungle.

A funny jaguar jumps by!

Jenny laughs and says, “Jump, jaguar, jump!”

Then she eats her jam and drinks juice.

Jenny loves the letter J!

Can you find the letters Jj that are used in the story?

-Take attendance

-Move your body

-Daily Affirmations

Hello Hummingbirds!

Lets count and write how many of each objects you can count.

• 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

Critical thinkers think of different ideas and decide on the best way to do things.

• RAFI 

• MARIANA 

• CAYETANA 

• SALVATORE 

• ALESSANDRO 

• EZEQUIEL 

• LARISSA 

• JOAQUINA 

• FRANCO 

• VIOLETA 

• DOMENICA 

• ELISA 

• LEONARDO 

• BENJAMIN 

• FELIPE 

• VALERIE 

• VICTORIA 

• LUANA 

• LAIA 

• RAFAELLA 

• ANTONELLA

Jellyfish hats

Students will identify the letter J, recognize its sound, and apply their knowledge by creating and labeling items that begin with the letter J.

Description of Activity

• Whole Group: Introduce the new letter J by watching a short video about its name and sound (e.g., J says /j/ like jump!). Practice saying the sound and identifying words that begin with J together.

• Hands-On Activity: Each student will create a Jellyfish Hat using craft materials. On the jellyfish, students will draw pictures of objects that start with the letter J (e.g., jam, juice, jar, jump rope).

• Independent Practice: Students will go to their journals and write all the words they can think of that start with the letter J, using classroom resources such as the alphabet chart or picture cards.

Prompt Questions (PQ)

• What sound does the letter J make?

• Can you think of words that begin with the letter J?

• How can we show the letter J in our Jellyfish Hats?

Differentiation (DIFF)

• Emerging: Draw pictures of words that start with J and label using the first sound.

• Advanced: Write a list of J words and use them in short sentences (e.g., I like juice.).

Materials

• Letter J video (phonics)

• Construction paper, scissors, glue, string, and crayons

• Journals and pencils

• Alphabet chart and J word picture cards

Skills Targeted

• Letter-sound correspondence (phonics)

• Vocabulary expansion

• Fine motor development (cutting, gluing, drawing)

• Early writing and labeling skills

SLIDES

Students will understand the concept of addition and subtraction and represent equations using concrete materials and symbols (+, - , =).

Description of Activity

• Introduction (Whole Group):
  Ss will watch a short video explaining the concept of adding and subtracting with simple examples.
  After the video, the teacher will introduce the addition (+) and subtraction (–) signs and model how to use them to write equations.

• Hands-On Practice:
  Using concrete materials (e.g., fruit loops, counters, or buttons), Ss will participate in a guided whole-group activity to solve basic addition and subtraction problems.
  Example: “You have 3 fruit loops and I give you 2 more. How many do you have now?” → 3 + 2 = 5

• Independent Practice:
  Ss will continue using their own sets of fruit loops to create and solve addition and subtraction equations on their whiteboards.

Prompt Questions (PQ)

• What happens when we add numbers together?

• What happens when we take away?

• How can we show addition or subtraction using symbols?

Differentiation (DIFF)

• Emerging: Solve equations with teacher guidance using visual supports and manipulatives.

• Advanced: Write their own addition and subtraction equations and explain them to a partner.

Materials

• Video on addition and subtraction

• Fruit loops or small manipulatives

• Whiteboards and markers

• Math symbol cards (+, –, =)

• Number cards (0–10)

Skills Targeted

• Understanding addition and subtraction

• Representing equations with symbols

• Counting and one-to-one correspondence

• Fine motor and visual-motor coordination

WHEEL OF NAMES

Students will identify and produce words that share the same ending sound by listening carefully and applying phonemic awareness skills.

Description of Activity

• Introduction (Whole Group):
  The teacher will introduce the concept of ending sounds by saying simple words (e.g., cat, dog, sun) and emphasizing the last sound in each.
  Together, the class will practice repeating and identifying the ending sounds.

• Activity:
  Ss will participate in a game using the Wheel of Names. The wheel will display different ending letters/sounds (e.g., t, n, g, p).
  When the wheel stops, the teacher will say the sound aloud, and Ss will think of a word that ends with that sound.

  Each student will use their whiteboard to draw and write a word that has that ending sound.
  Example: Wheel lands on t → Ss may write cat, hat, or boat.

• The teacher will circulate, prompting Ss to stretch out the words and listen carefully to the ending sound.

Prompt Questions (PQ)

• What do we mean by an ending sound?

• How can we tell what sound a word ends with?

• Can you think of another word that ends with the same sound?

Differentiation (DIFF)

• Emerging: Students will identify the ending sound with teacher guidance and use picture cues.

• Advanced: Students will generate and write more than one example for each sound and label their drawings.

Materials

• Wheel of Names (with ending sounds)

• Whiteboards and markers

• Picture cards for reference (optional)

• Anchor chart: “Beginning, Middle, and Ending Sounds”

Skills Targeted

• Phonemic awareness (identifying ending sounds)

• Sound-letter correspondence

• Vocabulary development

• Listening and attention

• Fine motor and early writing skills

shared reading

Students will identify and use the high-frequency word “it” to refer to objects, animals, or things already mentioned in context.

Description of Activity

• Whole Group: Students will look for the missing HFW “it” hidden around the classroom. Once found, they will paste it on the HFW wall.

• Shared Reading: Read a short text or poem about a dog together. Discuss how the word “it” is used to refer to the dog once it has already been mentioned. Model identifying and underlining the word “it” in the text.

• Independent Practice: In their journals, students will write short sentences using the new HFW it (e.g., It is a dog., It is big.).

Prompt Questions (PQ)

• When do we use the word it?

• Can you show me something in the classroom and tell me a sentence using it?

• Why do you think the word it is important when we write?

Differentiation (DIFF)

• Emerging: Trace and copy sentences using the word it with visual support.

• Advanced: Write original sentences using it to describe different objects or animals around the classroom.

Materials

• HFW word card “it” (for wall)

• Shared reading text or poem about a dog

• Journals and pencils

• Chart paper or slides with examples of sentences using it

Skills Targeted

• High-frequency word recognition

• Reading comprehension

• Sentence construction

• Pronoun usage in context

Description:
SS will boost oral language, creativity, and sequencing skills by using storytelling dice and a spinner to generate characters, settings, and events. After rolling or spinning, SS will use the visual prompts to create their own story, either verbally or through drawing. This activity strengthens narrative thinking and encourages confidence in expressive communication.

Skill:

• Oral language development

• Story structure and sequencing

• Imaginative thinking

Materials:

• Story cubes (with pictures of people, places, and objects)

• Story spinner (sections for beginning, problem, character, setting, etc.)

• Paper and pencil (optional: drawing template)

• Optional: peer partner

Description:
SS will independently decode a series of color-coded dots by matching each color to its corresponding letter using a reference key. As they discover the hidden words, SS will practice letter recognition, develop logical thinking, and reinforce their ability to focus and follow visual patterns. This independent task also supports fine motor development through controlled writing in small boxes.

Skill:

• Letter recognition

• Visual discrimination and pattern decoding

• Fine motor control

• Independent task completion

Materials:

• Crack the Code worksheet with color–letter key

• Pencil

Description:
SS will strengthen visual tracking, spatial awareness, and fine motor coordination by replicating a path shown on a visual card using blocks and cotton swabs. To increase precision and challenge fine motor control, SS will move the cotton swabs using a fork instead of their hands. SS will observe the position and direction of each segment, then copy the path using blocks as anchors and cotton swabs as connectors. This independent task also builds pre-coding logic and encourages attention to detail.

Skill:

• Visual discrimination and tracking

• Spatial orientation and directionality

• Fine motor precision

• Beginning coding logic and sequencing

Materials:

• Visual path cards (with directional arrows or connector lines)

• Small cubes or blocks

• Cotton swabs

• Fork

SS will reinforce phonics and categorization skills by picking a card from the basket, reading the word aloud, drawing a picture to represent it, and then sorting it into the correct word family house (-at, -en, -ay). This will support decoding, comprehension, and spelling patterns.

PQ

• What do all the words in the -at family have in common?

• How does the ending sound help you know where to place the word?

• Can you think of another word that belongs to the same family?

DIFF:

• Emerging: SS will draw and sort with visual support (family houses labeled -at, -en, -ay).

• Advanced: SS will generate and write one extra word for each family, then add it to the group.

MATERIALS:

• Word family cards (-at, -en, -ay)

• Sorting/recording sheet with three family houses

• Basket/container for cards

• Pencils and colors

SS will strengthen visual discrimination, attention, and problem-solving by using Dot Finders. Each SS will receive a card with a small pattern of colored dots. They will place the viewing frame (square) on the large dot board and search until they find the exact matching pattern. Once they find the match, they will record it by drawing or coloring the pattern on a recording sheet. This activity helps with focus, pattern recognition, and early spatial reasoning.

METACOGNITION: COMMITTED – I USED TO THINK, NOW I THINK…

• I used to think looking carefully was easy, now I think it takes time and focus.

• Mistakes help me see details I didn’t notice at first.

• Commitment means I will keep searching until I find the correct match.

PQ:

• What strategy can you use to find your dot pattern faster?

• What makes some patterns easier or harder to find?

• How does focusing help us in other parts of learning?

DIFF:

• Emerging: SS will search with teacher support and identify simple dot combinations (2–3 colors).

• Advanced: SS will search for more complex patterns (4–5 colors) and record multiple matches on their sheet.

MATERIALS:

• Dot Finder mats (large dot boards)

• Dot Finder cards with patterns

• Viewing frame (square cutout)

• Recording sheets

• Pencils and crayons

SS will practice addition by picking two UNO cards, adding the numbers together, and representing the sum with cubes or other manipulatives. This activity helps connect number recognition, addition facts, and concrete representation through hands-on play.

PQ

• What two numbers did you pick?

• How can we show this addition with cubes?

• Can we write a number sentence for it?

DIFF:

• Emerging: SS will draw two cards, count cubes to find the total, and say the sum aloud.

• Advanced: SS will draw two or three cards, build with cubes, and write the number sentence (e.g., 2 + 3 = 5).

MATERIALS:

• UNO cards (number cards only)

• Linking cubes or counters

• Paper/whiteboards and markers

PQ

• How can colors and patterns show feelings or ideas about who you are?

• What differences do you notice between the black-and-white side and the colorful side?

• If someone looked at your artwork, what could they learn about you?

DIFF:

• Emerging: SS will use simple colors, shapes, and lines to decorate their portrait side with teacher support.

• Advanced: SS will add complex patterns, textures, and personal symbols to reflect their unique identity, explaining their choices in writing or orally.

MATERIALS:

• Black-and-white printed photo of each SS (half-face)

• White drawing paper (with photo glued on one side)

• Pencils and markers/colors

• Scissors and glue