-Morning Message

-Move your body

SS will begin with a morning message that invites them to guess what they are going to learn today. After sharing ideas, they will search the classroom to find the hidden Numberblock 7. Once found, SS will watch a Numberblocks video about the number 7 and then work together to create the "Number of the Week" wall by filling in different ways to represent the number (fingers, dice, tallies, objects, ten frame, and numeral). Finally, SS will go to their sketchbooks to draw and represent the number 7 using a variety of formats.

PQ:

• What clues helped you guess today’s number?

• How can you show the number 7 in different ways?

• Can you find something around you that shows the number 7?

  
  

MATERIALS:

• Numberblock 7 (hidden in class)

• Numberblocks video for 7

• “Number of the Week” wall chart

• Sketchbooks

• Pencils and colors from the caddy

Children will practice present-moment awareness by identifying body-based anchors (belly, chest, nose) and using mindful breathing to connect with the present.

PQ:

• What is mindfulness?

• What is an anchor?

PQ:

• What do we need to build a word?

• What’s one word you can make using the letters on the chart?

DIFF:

• Emerging:

  • SS will copy a simple word or sentence using visual support

• Advanced:

  • SS will build their own word and write a complete sentence

ACTIVITY:

1. Letter Review:

   • Show the letter cards (as in the photo)

   • SS name the letter and say its sound

2. Word Review:

   • Combine letters to model word building (e.g., “stop,” “love,” “play”)

   • Discuss what makes it a word

3. Sentence Review:

   • Model how to use the words in a sentence (e.g., “I can play.”)

   • Review sentence parts: capital, finger spaces, period

MATERIALS:

• Letter and word cards

-Morning Message

-Move your body

Metacognition: Curious

SEE

• What do you see happening when you use the magnet?

• What do the objects look like as you test them?

• Which objects stick to the magnet? Which ones don’t?

THINK

• Why do you think some objects are attracted to the magnet?

• What do you think magnets need in order to work?

• Do you think size or shape matters? Why or why not?

WONDER

• What do you wonder about how magnets work?

PQ:

• What do you think will happen when we put the magnet near the object?

• Why do you think that object stuck to the magnet?

• Which objects were not magnetic?

• What do magnetic things have in common?

Materials:

• Magnetic wand

• Paper clip, tape, eraser, toy animal (or similar materials)

Exit Ticket:

• Name one object that was magnetic and one that was not.

Children will practice present-moment awareness by identifying body-based anchors (belly, chest, nose) and using mindful breathing to connect with the present.

PQ:

• What is mindfulness?

• What is an anchor?

PQ:

• What is personal space?

• Why do I have to respect personal space?

DIFF:

• Emerging

  • SS will draw a simple scene showing personal space with verbal support

  • SS will talk about their picture with a teacher or peer

• Advanced

  • SS will write a sentence to explain their drawing

  • SS will give an example of when they respected someone’s space

MATERIALS:

• Harrison P. Spader, Personal Space Invader (book or video)

• Journals

• Pencils and colors from the caddy

EXIT TICKET:

• Show your drawing and explain how it shows personal space.

-Morning Message

-Move your body

SS will begin by warming up their finger muscles with a short video that guides them through simple finger challenges to prepare their hands for fine motor work.

Finger Gym

Then, they will rotate through a set of hands-on fine motor stations designed to strengthen finger muscles, coordination, and control. Each station will involve a specific movement—squeezing, pinching, threading, or picking—helping SS develop the skills needed for writing and classroom tasks through focused, playful repetition.

PQ:

• Which activity felt easy or tricky for your fingers?

• What did you notice your hands doing during the task?

• How do your fingers feel after all the work?

MATERIALS:

• Slime and chips

• Tweezers and small pom-poms

• String and large beads for threading

• Clothespins for pinching

• Finger warm-up video

Children will practice present-moment awareness by identifying body-based anchors (belly, chest, nose) and using mindful breathing to connect with the present.

PQ:

• What is mindfulness?

• What is an anchor?

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 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 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, CAN) 

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

-Move your body

SS will respond to the prompt “What can my __ do?” by choosing a person (e.g., mom, dad, teacher, friend) and drawing them doing something helpful, kind, or fun. Then, they will write a sentence describing what that person can do, supporting sentence building, real-world connections, and gratitude.

PQ:

• Who are you writing about today?

• What can that person do?

• How does that person help you or others?

• 
  

MATERIALS:

• Journals

• Pencils and colors from the caddy

EXIT TICKET:

• Read your sentence and say what your person can do.

Children will practice present-moment awareness by identifying body-based anchors (belly, chest, nose) and using mindful breathing to connect with the present.

PQ:

• What is mindfulness?

• What is an anchor?

SS will use hula hoops, brooms, and balls labeled with numbers to practice number recognition and sorting. They will sweep the balls into the correct hula hoop that matches the number shown, combining movement with counting and classification.

PQ:

• What number is on your ball?

• Where does that number belong?

• How did you decide which hoop to use?

MATERIALS:

• Hula hoops labeled with numbers

• Balls labeled with numbers

• Brooms

• Open space for sorting

EXIT TICKET:

• Pick one ball and say which number it belongs with.

PQ:

• What did you test?

• Did it stick to the magnet?

• What do the magnetic objects have in common?

DIFF:

• Emerging

  • SS will sort a smaller set of items and use picture labels for support

  • SS will draw one item from each group in their journal

• Advanced

  • SS will test and sort independently and explain why certain objects are magnetic

  • SS will label their drawings and include more than one example

MATERIALS:

• Magnets (wand or bar)

• Mixed objects (paperclip, plastic spoon, coin, eraser, metal bolt, crayon, etc.)

• Sorting mats or labeled trays: Magnetic / Non-Magnetic

• Journals

• Pencils and colors from the caddy

PQ:

• What letter does your word start with?

• How do you know it belongs with that letter?

• What sound do you hear at the beginning of the word?

DIFF:

• Emerging

  • SS will match picture cards to large letter cards with adult support

  • SS will focus on one letter at a time

• Advanced

  • SS will sort multiple cards and explain the sound-letter connection

  • SS will think of an extra word for one of the letters

MATERIALS:

• Sensory basket with red noodles

• Picture cards with words that start with H, E, or F

• Letter cards: H, E, F

• Linking chains

PQ:

• What colors did you choose for your crazy hair?

• What helps you stay on the line while cutting?

DIFF:

• Emerging

  • SS will use pre-drawn thick cutting lines and receive scissor guidance

• Advanced

  • SS will cut on thinner or curved lines for more precision

MATERIALS:

• Printed head outlines with cutting lines

• Watercolors and do-a-dot markers

• Scissors

• Caddy with pencils and colors

PQ:

• What did you choose to draw?

• How do you use the Q-tip to stay inside the lines?

• What colors did you choose and why?

DIFF:

• Emerging

  • SS will received a drawing

• Advanced

  • SS will mix colors or create patterns in their painting

MATERIALS:

• Cardboard pieces

• Pencils for drawing

• Q-tips

• Paint in small containers

• Paper towels or paint shirts (optional)

PQ:

• How many dots do you see on your domino?

• Which number matches the domino you picked?

• What do you notice about the dominoes with more dots?

DIFF:

• Emerging

  • SS will work with dominoes showing totals from 0–6 and use visual number support

• Advanced

  • SS will work with dominoes up to 12 and explain how they counted the dots

MATERIALS:

• Dominoes

• Large paper or table sheet with numbers written (0–12)

• Marker for outlining number spaces

PQ:

• What are you building today?

• How did you make it stand or balance?

• What would you change or add next time?

PQ:

• What happens when you squeeze the sponge or dropper?

• Which tool is easier or harder to use?

• How can you move the water from one place to another?

DIFF:

• Emerging

  • SS will use larger sponges and wide droppers with adult support

  • SS will focus on basic transfer from one container to another

• Advanced

  • SS will use smaller droppers to fill marked levels or targets

MATERIALS:

• Water bins or trays

• Sponges

• Big and small droppers

• Cups, containers, or trays for transfer

-Morning Message

-Move your body

SS will be introduced to the high-frequency word “CAN” through an engaging class routine. They will begin by predicting what they think they will learn, then go on a quick search to find the new HFW hidden on the hallway. After watching a short video about the word “CAN,” each SS will open their journals to write “I CAN...” and draw something they are capable of doing. To close the activity, the class will collaborate to build an “I CAN” chart using their ideas and drawings.

PQ:

• What do you think we will learn today?

• What is a HFW?

• Where can we find HFW?

MATERIALS:

• HFW word card (“CAN”)

• Video about the word “CAN”

• Journals

• Pencils and colors from the caddy

• Chart paper and markers for whole class “I CAN” chart

EXIT TICKET:

• Open your journal and read your “I CAN…” sentence.

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

Description:

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

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

PQ:

• What can you see on the cover?

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

• Why do you think that based on the pictures?

DIFF:

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

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

MATERIALS:

• Book

• Whiteboard and markers (for listing predictions)

• cardboard

• art materials

• vocabulary cards

Children will practice present-moment awareness by identifying body-based anchors (belly, chest, nose) and using mindful breathing to connect with the present.

PQ:

• What is mindfulness?

• What is an anchor?

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