-Morning Message: Hello Parrots! Can you help us find out the missing numbers?

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Assessment Numbers

PQ:

• Can you find and point to the number __ without stepping on it?

• What number is next to __?

• What number is more than __?

SS will discuss the concept of caring after watching Color the World with Kindness, connecting their ideas to how we treat others, take turns, and form positive relationships. SS will identify actions that show care, describe their feelings, and create a drawing that represents a caring moment

PQ:

• What does being caring look like?

• How do we feel when someone is kind to us?

• When was a time you were caring to someone else?

MATERIALS:

• Video: Color the World with Kindness

• Sketchbooks

• Colors, pencils, markers

EXIT TICKET:

• Say one way you can show care to a classmate during the week.

-Morning Message: Hello Parrots, today we are going to be scientists! What do you think will happen in our experiment? Let’s make a prediction before we begin!

DIFF:
• Emerging: Observe the reaction and describe what they see using simple words like "move" or "mix"
• Advanced: Try the experiment twice (with and without soap) and explain the difference

MATERIALS:
• Whole milk
• Food coloring
• Q-tips
• Dish soap
• Trays

In teams SS will design and build a simple bridge using classroom materials to help toy animals cross from one side of a gap to the other, using creativity, planning, and problem-solving to test and adjust their structures while exploring ideas related to weight, balance, and construction.

PQ:

• What materials will you use for your bridge?

• How will you make sure the bridge stays up?

• What can you change if it doesn’t work the first time?

DIFF:

• Emerging

  • SS will receive visual examples of bridge ideas

• Advanced

  • SS will test and revise their design for strength or length

    
    

MATERIALS:

• Blocks, popsicle sticks, tape

• Toy animals

• Cardboard, paper rolls, string

  
  

EXIT TICKET:

• Reflection about their bridge.

-Morning Message: Hello Parrots, today let’s learn something new about a friend! Can you ask someone what their favorite color or animal is?

PART # 1:

Draw the recipe all together on the whiteboard / JOURNALS

PART # 2:

-Follow the steps to make the rolls

-Enjoy

PQ:

• What ingredients do we need to make sushi rolls?

• What do you think we should do first?

• What tools will we use?

• Can you draw each ingredient? What shape and color are they?

• What steps do we need to follow, in order?

• How do you think the sushi roll will look at the end?

• What do you think it will taste like?

Materials:

• Bread

• Nutella

• Manjar

• Wooden Rollers

• Plastic knives

• Plates

*FIREFLY POST

Children count reliably with numbers from one to 20, place them in order and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving and sharing. 

• 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 

Children use their phonic knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly, and others are phonetically plausible. 

• Letter Assessment (assess all letters) 

• Links sounds to letters, naming and sounding the letters of the alphabet 

CHUNK:  H E F (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 

Early Learning Goal 

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. 

• 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 

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. 

• Explore, Recognize, and Identify HFW (I) 

Children follow instructions involving several ideas or actions. They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events. 

• Posture 

• Pencil grip 

• Self portrait 

Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and 

plants and explain why some things occur and talk about changes. 

• Predictions and observation 

Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools and techniques, experimenting with color, design, texture, form and function. 

• 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   

Children play cooperatively, taking turns with others. They take account of one another’s ideas about how to organize their activity. They show sensitivity to others’ needs and 

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

• Caring 

-Morning Message: Hello Parrots, how would you show kindness to a new friend today?

SS will create a free drawing in their journals and follow the writer’s steps to label parts of their picture, using phonics knowledge to identify sounds in words and write letters that match those sounds.

Assessment Labeling

PQ:

• What did you draw?

• Can you name something in your picture and write its label?

• What sounds do you hear in that word?

DIFF:

• Emerging

  • SS will label one part of their drawing using beginning sounds

• Advanced

  • SS will write a sentence or short caption to go with their picture

MATERIALS:

• Journals

• Pencils, colors, markers

• Alphabet chart

DIFF:
• Emerging: Represent numbers using one simple drawings for each.
• Advanced: Try more than one way to show the same number

MATERIALS:
• Wheel of names
• Sketchbooks
• Caddies

EXIT TICKET:
• Show your favorite number from the activity and explain your drawing to a friend.

SS will observe animals and draw them in their sketchbooks to record their observations, focusing on features like shape, color, and body parts while practicing close looking and simple comparison skills.

PQ:

• What do you see on the animal you chose?

• What shape or parts can you draw?

• How is this animal different from another one?

DIFF:

• Emerging: SS will use tracing or visual prompts to help with shape and detail

• Advanced

  • SS will add simple labels to their drawing

  • SS will draw two animals and compare them using size or shape

MATERIALS:

• Resin animal blocks

• Sketchbooks

• Pencils, colors, markers

• Magnifying glasses

SS will decorate a printed version of their name by gluing small pieces of colored paper onto each letter, using tearing or cutting techniques to strengthen fine motor skills while recognizing and working with the letters in their own name.

PQ:

• What letters are in your name?

• What colors are you using to decorate your letters?

• How are you covering each letter?

DIFF:

• Emerging: SS will use pre-cut paper pieces

• Advanced: SS will cut or tear paper independently and use a variety of colors

  
  

MATERIALS:

• Printed name papers (one per SS)

• Colored paper (cut or for tearing)

• Glue

• Caddy with colors, pencils, markers

SS will explore the sensory table filled with green beads to find and sort laminated cards into three categories: words, numbers, and letters. SS will apply visual discrimination and classification skills while reinforcing early literacy and numeracy awareness.

PQ:

• How can you tell the difference between a word and a letter?

• Where should you place the card you found?

DIFF:

• Emerging: SS will work with a smaller number of cards

• Advanced: SS will sort cards with close visual similarities (e.g., O vs 0, I vs 1)

MATERIALS:

• Sensory table filled with green beads

• Laminated cards with words, letters, and numbers

• Sorting trays or labeled bins

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

PQ:

• What numbers do you see here?

• Is this number more or less than __?

• Can you count __ worms to match this number?

DIFF:

• Emerging: using a 1-6 chart

• Advanced: using a 12-20 chart, or adding numbers and match with said amount of worms

MATERIALS:

• pipe cleaners

• sensory material (sand)

• water table

• number chart (6-12)

-Morning Message: Hello Parrots, yesterday was Mother’s Day! Can you remember something special you did for your mom

SS are going to draw and write about their vacation using journal lines to organize their ideas. They will recall personal experiences, illustrate a moment, and use their phonics knowledge to write words or simple sentences that match their picture.Assessment Names

PQ:

• What did you do on your vacation?

• Can you tell me about your picture?

• What sounds do you hear in that word?

  
  

DIFF:

• Emerging: Draw a picture and label with letters.

• Advanced: Write sentences.

  
  

Exit ticket: five SS will show what they wrote to classmates and TCHs

Materials: journal, caddie, alphabet chart.

SS will discuss the differences between letters and numbers, focusing on how they look and what they are used for, then complete an obstacle course and sort magnetic letters and numbers on the board, combining cognitive sorting with physical movement.

PQ:

• How can you tell the difference between a letter and a number?

• Where do we see letters? Where do we see numbers?

• What made this sorting tricky or easy?

Materials

• Magnetic letters and numbers

• Magnetic board

• Obstacle course set up (cones, tunnels, balance spots)

• Slide with numbers and letters

EXIT TICKET:

• Touch a letter/number

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

• Can you show this number in a different way?

• What number comes right before/after this one?

• How did you figure that out?

DIFF:

• Emerging: Focus on numbers 1–6.

• Advanced: Use numbers 1-20.

EXIT TICKET: Show a number in two different ways (e.g. ten frame and tally marks) and explain it to a peer.

MATERIALS NEEDED: counters, ten frames, dice, whiteboards, markers.

PQ:
• What parts of the body can you see on your silhouette?
• What do we use our arms/legs/eyes for?
• Are all body parts the same size or shape?

DIFF:
• Emerging: Draw and name basic parts (head, arms, legs) with TCHs support
• Advanced: Add details (fingers, toes, eyebrows) and label each part.

MATERIALS:
• Black cardboard
• chalk
• Tape
• Pencils

EXIT TICKET:
• Point to one body part on your drawing and say what you use it for

PQ:
• What letter do you see under the cover?
• Can you think of a word that starts with this letter?

DIFF:
• Emerging: Write simple words with the discovered letter.
• Advanced: Write a sentence/ more words with the letter.

MATERIALS:
• Letters written in cardbord and covered in red and blue markers

• Magnets as magnifying glass

• Journals

• Pencils

EXIT TICKET:
• Write a sentence using one of the letters and read it to a peer